Date of Publication

2-2022

Document Type

Master's Thesis

Degree Name

Master of Arts in Education Major in Special Education

Subject Categories

Special Education and Teaching

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Advisor

Ma. Cecilia D. Licuan

Defense Panel Chair

Jasper Vincent Q. Alontaga

Defense Panel Member

Thelma Rabago-Mingoa
Abigail Saria Rice

Abstract/Summary

Social participation is identified as one of the fundamental goals of inclusive education. However, children with exceptionalities (CWE) continue to experience difficulties with social acceptance, positive interactions with typically developing peers, and forming friendships. These challenges were further compounded by the sudden transition to distance learning during the COVID-19 pandemic. This study then aimed to identify the needs of CWE in online inclusive settings, propose measures to address the derived needs and propose a program that outlines steps to achieve E-inclusion for CWEs. The study utilized an Interpretative Phenomenological Analysis research design and focused on the lived experiences of twelve general and special education teachers from Grades 1 to 6. Their narratives were analyzed using Charlick and colleague’s seven steps for IPA analysis. From there, thirteen sub-themes emerged which were narrowed down to four main themes. The themes were further subjected to a S.W.O.T analysis. These combined provided findings that led to the development of the Needs-Based Social Participation Program Proposal. The study concluded with practical recommendations for educators and implications for future researchers.

Abstract Format

html

Language

English

Format

Electronic

Physical Description

391 leaves

Keywords

Social participation; Distance education; Exceptional children; Special education—Activity programs; Inclusive education

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Embargo Period

6-25-2022

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