GORDON COLLEGE

INSTITUTE OF GRADUATE STUDIES

OLONGAPO CITY

Teachers Attitude Towards Implementation of Mainstreaming for

Students with Learning Disabilities

A Thesis
Presented to
the Faculty of the Institute of Graduate Studies
Gordon College
Olongapo City

In Partial Fulfillment
of the Requirements for the Degree
MASTER OF ARTS IN EDUCATIONAL MANAGEMENT

CATHYRINE N. CANETE

MARCH 2018
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APPROVAL SHEET

This Thesis entitled Teachers Attitude Towards Implementation of

Inclusion of Students with Learning Disabilities submitted by Cathyrine
Canete in partial fulfilment of the requirements for the degree of MASTER OF
ARTS IN EDUCATIONAL MANAGEMENT has been examined and is
recommended for acceptance for approval for ORAL EXAMINATION.

Name of the Adviser

Adviser

PANEL OF EXAMINERS

Approved by the Committee on Oral Examination with a grade of ___.

_________________
Chairman

______________________ ___________________
Member Member

______________________ ____________________
Member Member

Accepted and approved in partial fulfillment of the requirements for the

degree of Master Arts in Educational Management.

____________ Roel Palo Aniacs, DA, EdD

Date of Oral Examination OIC-Dean, Institute of Graduate Studies
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ABSTRACT

The effects of globalization on higher education bring rapid

developments, thereby, foreseeing changes within teaching and learning
systems and producing an information-based society. The higher education
system has been facing major challenges, especially in matching its outcomes
to the market (society) needs. These challenges are increasing as the job
market becomes more globally competitive. This study proposed a Supply Chain
Management (SCM) model for Teacher Education Institutions (TEIs). The study
utilized cross-sectional, explanatory research design and was participated in by
863 respondents composed of administrators, faculty, students and graduates
selected through purposive sampling using partial least square– structural
equation modeling (PLS-SEM). Results from instruction model show that the
program establishment is the most significant factor for both instruction
development and instruction assessment in producing high level of quality
graduates. Results from research model show that the program establishment
in research development and TEIs’ culture in research assessment are the most
significant factor in producing relevant research output. For the extension
output, program establishment is the most significant factor in extension
development while in extension assessment, faculty capabilities and facilities
are the most significant factors in producing service oriented professionals. The
model was called Productivity and Advancement of Graduates through a Unified
and Innovative Outputs – Instruction, Research and Extension or PAGUIO-
INREX Model. This model emphasizes the importance of the trifocal function of
higher education to the formation of productive and competent graduates of
Teacher Education Institutions, who in turn, can contribute to the progress and
development of the country.

Keywords: Educational Management, supply chain management model,

structural equation modeling, cross-sectional explanatory research design,
Olongapo City, Philippines
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ACKNOWLEDGEMENT
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DEDICATION
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TABLE OF CONTENTS

Title Page ………………………………………………………………….. i

Approval Sheet ………………………………………………………………….. ii
Abstract ………………………………………………………………….. iii
Acknowledgment ………………………………………………………………….. iv
Dedication ………………………………………………………………….. vi
Table of Contents ………………………………………………………………….. vii
List of Tables ………………………………………………………………….. x
List of Figures ………………………………………………………………….. xii
List of Appendices ………………………………………………………………….. xiii

CHAPTER 1 THE PROBLEM AND ITS BACKGROUND

Introduction ………………………………………………………. 1
Conceptual Framework ………………………………………………………. 11
Research Paradigm of the Study ………………………………………………………. 20
Statement of the Problem ………………………………………………………. 21
Scope and Delimitation of Study ………………………………………………………. 22
Significance of the Study ………………………………………………………. 23
Definition of Terms ………………………………………………………. 24

CHAPTER 2 RESEARCH METHODOLOGY

Research Design ………………………………………………………. 27

Locale of the Study ………………………………………………………. 27
Respondent of the Study ………………………………………………………. 28
Research Instrument ………………………………………………………. 30
Data Gathering Procedure ………………………………………………………. 30
Statistical Treatment of Data ………………………………………………………. 31

CHAPTER 3 PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA
Profile of the Respondents ………………………………………………………. 33
Level of Implementation of the BOSS………………………………………………….. 39
Significant Difference between the Implementation of the Boss ……………. 41

CHAPTER 4 SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
Summary of Findings ………………………………………………………. 50
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Conclusions ………………………………………………………. 51
Recommendations ………………………………………………………………………. 53

BIBLIOGRAPY ………………………………………………………………………. 53

APPENDICES ………………………………………………………………………. 54
Appendix A Proposed Innovative Enhancement Program …………….. 55
Appendix B Letter of Request / Permission to Conduct the Study …… 58
Appendix C Attached Letter to the Questionnaire ……………………… 59
Appendix D Questionnaires …………………………………………………… 60
Appendix E Mission, Vision, Quality Policy ……………………………….. 64
Appendix F Flow Charts ……………………………………………………. 65
Appendix G ISO Certifications/Recognition/Awards …………………………. 72
Appendix H Pictures …………………………………………………… 79
BPLO-BOSS On-The-Move
Sample Business Permit/Business Plate …………………………………………. 89
Appendix I Meeting with Business Owners ……………………………….. 90
Appendix J Innovation/Enhancement Program ……………………… 98

CURRICULUM VITAE ……………………………………………… 100

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LIST OF TABLES

Tables

1 Distribution of the Respondents when Grouped

according to their Age ……………………………………….. 33

2 Distribution of the Respondents when Grouped

according to their Sex ……………………………………….. 34

3 Distribution of the Respondents when Grouped

according to their Civil Status ………………………….….. 34

4 Distribution of the Respondents when Grouped

according to their Highest Educational Attainment …… 35

5 Distribution of the Respondents when Grouped

according to their Industry Classification …………… 36

6 Distribution of the Respondents when Grouped

according to their Capitalization (in pesos) …………… 37

7 Level of Implementation of the Business-One-Stop-Shop

(BOSS) in terms of Filing and Verification …………… 38

8 Level of Implementation of the Business-One-Stop-Shop

(BOSS) in terms of Assessment ……………………………… 39

9 Level of Implementation of the Business-One-Stop-Shop

(BOSS) in terms of Payment and Claim of Permit … 40

10 Difference in the Implementation of BOSS when the

Respondents were grouped According to Age ………… 42

11 Difference in the Implementation of BOSS when the

Respondents were grouped According to Sex ………… 43
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12 Difference in the Implementation of BOSS when the

Respondents were grouped According to Civil Status …… 44

13 Difference in the Implementation of BOSS when the

Respondents were grouped According to Highest
Educational Attainment ………………………………………… 46

14 Difference in the Implementation of BOSS when the

Respondents were grouped According to Industry
Classification …………………………………………………… 47

15 Difference in the Implementation of BOSS when the

Respondents were grouped According to
Capitalization (in pesos) ………………………………………… 48
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LIST OF FIGURES

Figures

1 The Research Paradigm of the Study ………………………. 20

2 The Location Map of the Locale of the Study …………… 29

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LIST OF APPENDICES

Appendix Page

A Proposed Innovative Enhancement Program ………………….. 55

B Letter of Request / Permission to Conduct the Study ………… 58

C Attached Letter to the Questionnaire ……………………………. 59

D Questionnaires …………………………………………………………. 60

E Mission, Vision, Quality Policy ……………………………………… 64

F Flowcharts …………………………………………………………. 65

G ISO Certifications/Recognition/Awards ………………………………. 72

H Pictures …………………………………………………………. 79

BPLO-BOSS On-The-Move

Sample Business Permit/Business Plate

I Meeting with Business Owners ………………………………………….. 90

J Innovation and Enhancement Program ………………………………. 98

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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Inclusion is viewed as the fundamental human rights of all individuals with disabilities

to be a part of the general education classroom (Mastropiere & Scrugsgs, 2012). It is the

ideology of acceptance and belonging so that a class is structured to meet the needs of all

its students (Gal, Schreur, Engel- Yeger, 2010). This inclusion is targeted to offer equal

opportunities for all students. The inclusion of students with disabilities in the general

education environment is an important component of modern classroom.

Special Education in the Philippines has only served 2% of the targeted 2.2 million

children with disabilities in the country who live without access to a basic human right:

the right to education. Most of these children live in rural and far flung areas whose

parents need to be aware of educational opportunities that these children could avail of.

The Department of Education (DepED) has organized the urgency to address this

problem and therefore, guarantees the right for these children to receive appropriate

education within the regular or inclusive classroom setting. Inclusive education embraces

the philosophy of accepting all children regardless of race, size, shape, color, ability or

disability with support from school staff, students, parents and the community.

A comprehensive inclusive program for children with special needs has the following

components:

Child Find. This is locating where these children are through the family mapping

survey, advocacy campaigns and networking with local health workers. The children with
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special needs who are not in school shall be listed using Enclosure No. 1. These children

shall be visited by Special Education (SPED) teachers and parents should be convinced to

enroll their children in SPED Centers or schools nearest their home.

Assessment. This is the continuous process of identifying the strengths and

weaknesses of the child through the use of formal and informal tools for proper program

grade placement. Existing SPED Centers in the Division shall assist regular schools in the

assessment process.

Program Options. Regular schools with or without trained SPED teachers shall be

provided educational services to children with special needs. These schools shall access

educational services from SPED Centers or SPED trained teachers.The first program

option that shall be organized for these children is a self-contained class for children with

similar disabilities which can be mono-grade or multi-grade handled by a trained SPED

teacher. The second option is inclusion or placement of the child with disabilities in

general education or regular class where he/she learns with his/her peers under a regular

teacher and/or SPED trained teacher who addresses the child’s needs.

The third option is a resource room program where the child with disabilities shall be

pulled out from the general education or regular class and shall report to a SPED teacher

who provides small group/one-on-one instruction and/or appropriate interventions for

these children.

Curriculum Modifications. This shall be implemented in the forms of adaptations

and accommodations to foster optimum learning based on individual’s needs and

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potentials. Modification in classroom instructions and activities is a process that involves

new ways of thinking and developing teaching-learning practices. It also involves

changes in any of the steps in the teaching-learning process. Curriculum modifications

shall include service delivery options like cooperative or team teaching, consulting

teacher program and others. The provision of support services from professionals and

specialists, parents, volunteers, and peers or buddies to the children with special needs is

an important feature in the inclusion program.

Parental Involvement. This plays a vital role in preparing the children in academic,

moral and spiritual development. Parents shall involve themselves in observing children’s

performance, volunteering to work in the classroom as teacher aide and providing support

to other parents.

District and school-based special education and regular teachers, administrators and

parents need to collaboratively develop and facilitate the most effective program for

children with disabilities. This program shall be included in the School Improvement

Plan (SIP).

To realize the successful implementation of inclusive education in the schools, the

duties and responsibilities of DepED officials are defined in Enclosure No. 2.

Officials at the division, region and central offices shall provide the needed training

on inclusive education to administrators, teachers and other school staff; regularly

monitor the implementation of the program and provide the corresponding technical

assistance needed and conduct evaluation to determine the effectiveness of the program

and improve its implementation.

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this section, the study is introduced through a systematic description of its context/

background, beginning from the global to the most specific circumstances where the topic

or problem under study exists or is situated. Related literature from credible sources is

incorporated (no need for a separate section/ storage for it) in the narrative where

appropriate, observing existing standards in citing references, and the basic principles of

academic and scientific writing: unity, coherence, emphasis, conciseness and preciseness.

Also found in the Introduction are the objectives of the study stated in declarative form and

the concise description of the significance, scope and limitations of the research

undertaking. Important terms (if any) are defined conceptually and operationally at the

close of the introduction

Tips in structuring the Introduction:

 Set the background of the study by explaining relevant information directly leading

to the proposed research questions.

 Describe the status of past research in the area under investigation that will

eventually lead to the present research questions.

 The variables under study can be defined and a description on how the variables

related to each other.

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 If variables are to be correlated, explain relevant information and

basis that allows the variables to be correlated.

 If groups will be compared on certain variables, enough basis for the

comparison should be immediately presented.

 If one variable is proposed to affect another, basis for the direction

of the effects are described.

 If a measure for a variable will be constructed, provide the need to

construct the scale or test.

 Justify why there is a need to conduct the present study.

 Present gaps from past research.

 Mention the contradictory findings.

 Explain the rationale why the variables need further investigation.

 Structure the introduction from broad to specific ideas.

 Open a general statement about the variables under study referring to people’s

behavior. This opening statement should be a practical event or processes that

describe the main idea of the study.

 This opening statement is made more concrete and stated in research terms in

psychology as the readers are further lead in introducing the research questions.

 The definitions of the main variables of the study can be presented and how they

are related (correlation, comparative, or causal).

 After establishing the conceptual relationship (correlation, causal, or comparative)

of the variables under study, present the justifications for conducting the study. The
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author may focus on the gaps, contradictions, and rationale for the variables that

will be investigated.

 End the introduction by stating the specific purpose of the present study or specific

hypothesis.

Conceptual Framework

The framework should directly point the proposed relationship (correlation, comparative,

causal) among the variables under study.

 Establishing the relationship of the variables under study would need a more

specific framework such as a theory, model, or set of principles established from

references.

 State the theory, model, or principle and explain the general premises of the theory.

 After the theory has been clarified, explain how the theory will be tested using the

specific connection of the variable of the present study.

 Explain how the theory is used for the specific relationship of variables in the

study.

 If there are several variables in the study with complex connections, a diagram

would help to illustrate the direction of the variables. Show only in the figure the

variables tested in the study.

 The explanation of the specific connections of the variables in the study should

directly lead to the hypothesis.

 Statement of the Problem

 Hypothesis
 Scope and Limitation
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 Significance of the Study

 Definition of Terms

Chapter 2

RESEARCH METHODOLOGY

This chapter presents the research methods and procedures used by the

researcher in order to obtain data in relation to the problem being investigated.

It includes the research design, data gathering procedure, the respondents, the

sampling technique, research instrument and the statistical analysis used in the

study.

Research Method

Describe the type of research design used in the study and explain how it is going to be

applied.

Locale of the Study

Respondents

 Indicate who and how many participated in the study.

 Explain how the participants were selected (sampling technique). Report the

procedures for selecting and assigning subjects.

 Give major demographic characteristics such as general geographic location,

institutional affiliation, gender, and age

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 When animals are participants in experiments: Report the genus, species, and strain

number, sex, age, weight, physiological condition

Research Instrument

 For non-experiments, describe the source of the instrument. Indicate what does the

instrument measure and indicate its factors or subscales with their specific item

numbers. Report numerical scaling used and the total number of items. Report the

validity and reliability of the instrument.

 For experiments, describe the apparatus or materials used and their function in the

experiment. Standard laboratory equipment includes furniture, stopwatches

 If judges and observers are used, describe how many and how were they trained.

Data Gathering Procedure

 Summarize each step in the execution of the research that includes: Instructions to

participants, formation of groups, experimental manipulation, standard testing

procedures, specific mechanics to implement the research design, techniques of

controlling extraneous variables, and address any ethical issue that might be raised.

 Discuss subject dropouts and other difficulties encountered in executing the study.

 Mention how the participants were debriefed.

Statistical Treatment of Data

 Indicate how the data was analyzed. Align the statistics used for each

research question.

 Describe what kind of data is derived such as their levels of measurement.

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 Mention what standardization technique is used in treating raw scores.

 Explain how data was cleaned and encoded Indicate the descriptive

statistics used

 Indicate the statistical tests used.

 Indicate Post-statistical analysis used

 Justify the use of each statistical tests

 Indicate the measure of effect size and power analysis was used

 For testing structural models, indicate whether structural equations

modeling, path analysis, or confirmatory factor analysis is used. Explain the

techniques in model specification or modification used and cite authors of

necessary. Explain the direction of the variables being tested in the model.

Report the goodness of fit measures used and how they will be interpreted.
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Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Chapter 3 presents quantitative data gathered. Data, usually introduced first in

narrative form, then followed by representations through the use of tables, diagrams or

figures, organized based on the sequence of the stated objectives of the study.

Interpretation of data is also expected in this section but not to the extent of discussing

beyond the data. On the other hand, “Findings” contains qualitative data gathered (direct

quotations, transcripts, etc.) presented in narrative form following the sequence of the

stated objectives
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Chapter 4

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This is where the in-depth meaning and significance of the data/ findings are
presented. Discussion is substantiated with related literature and findings in other studies,
observing existing standards in citing references. The narrative writing should adhere to
the basic principles of academic and scientific writing: unity, coherence, emphasis,
conciseness and preciseness. The limitations of the study are also highlighted to invite
further inquiry. New insights/ conclusions and recommendations are presented toward
the close of the narrative. For qualitative research, this section closes with the
presentation of the emerging framework.
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BIBLIOGRAPHY

Adamy, P. & Heinecke, W. (2005). The influence of organizational culture on

technology integration in teacher education. Journal of Technology and
Teacher Education, 13(2), 233-255. Retrieved on January 10, 2016 from
http://search.proquest.com/docview/200085216?accountid=47253.

Al-Turki, U., Duffuaa, S., Ayar, T. & Demirel O. (2008). Stakeholder’s

integration in higher education: supply chain approach. European Journal
of Engineering Education Vol. 33, No. 2, 211–219. Retrieved on November
8, 2013 from http://eric.ed.gov/?id=EJ810732.

Asian Development Bank (ADB) for Technical Assistance to Improve

Competitiveness in Tourism (2011).

Bloxham, S. (2008). Assessment in teacher education: stakeholder conflict and

its resolution. Practitioner Research in Higher Education. University of
Cumbria. Vol2 (1) page 13-21 .Retrieved on January 8, 2016 from
http://194.81.189.19/ojs/index.php/prhe/article/view/17/17.
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