(1987, p. 30): “believe everything and believe nothing. Achievement of the intended positive outcomes to the students are elucidated in four themes: shifting lens from seeing disability to ability, module appreciation, reflection towards self, and realisation of contextual barriers. Husbands and wives do not differ significantly on family relationship skills they considered important. Through a cross-sectional survey, this paper examined and compared the Filipino and Thai in-service teachers' efficacy and attitudes about inclusion and its association with their intentions for inclusive practices. Prior works already investigated this field of study (e.g., ... As the country struggles in implementing inclusion. University of Canterbury, Christchurch, New Zealand. Whether the teacher is accountable fo, stubborn issues that saddle the practice of educa, opened the doors of general education to CS, high-quality IE may be illustrated by examinin, his or her learning diculties. The research was conducted at Zapatera Elementary School Special Education Center. 9442 Article XIV, Sections 1 and 2 of the 1987 Constitution of the Philippines Republic Act No. China has little of the uniformity that is evident in special education programs across the United States. The elements of staff professional and teacher education, and collaboration and shared responsibility were most frequently featured in the literature of the inputs and processes stages. From this research result that learning disabilities cause to reading and writing influenced by own self, and environmental about namely school and family. The importance of qualitative research is discussed, and readers are provided with examples of qualitative works. This review reveals how inclusive schooling has been implemented in Southeast Asian countries and the current practices in the region. is problem is further aggrava, trained or otherwise, will have to accept that they will be spread too thinly in, an inclusionary setting because the presence of s, unfamiliar to them (as cited in Khan, 2011). Respondents feared that children with special needs would not be able to cope with the general curriculum in an inclusive educational situation. ey work with each other t, While it is possible that stakeholders in IE a, practitioners in Quezon City—perhaps this is likewise true for the wider local or, given rise to best practices. In addition to the students with LD, perspectives were sought from parents, classmates, teachers and school principals. Solving organizational barriers to inclusion using education, creativity, and, Jesness, J. Taking Sides: Clashing Views on Controversial Issues in Marketing, Inclusion, Exclusion, and Ideology: Special Education Students' Changing Sense of Self, Inclusive education and perceptions of learning facilitators of children with special needs in a school in Sweden, Comparing special education in the United States and China, How to Design and Evaluate Research in Education, Qualitative Analysis For Social Scientists, From policy to practice: a South African perspective on implementing inclusive education policy, Inclusion in school: A policy, ideology or lived experience? This study examines the concept of inclusion and the degree to which it is being practiced in Swedish municipality schools and tries to draw some conclusions about the nature of pedagogy practiced in Sweden. 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