OLIVAREZ COLLEGE

Dr. A. Santos Ave., San Dionisio, Parañaque City, Philippines 1700

Tel. No.: (02)8260750 or 8257119 Fax: (02)8258712

www.olivarezcollege.edu.ph

“TheThe Effects of Inclusion Classrooms on Students

with and Without Developmental Disabilities:
Teachers’ Perspectives on the Social, Emotional,
and Behavioral Development of All Students in
Inclusion Classrooms

Presented to:

Dr. Eduardo V. Lopez

Graduate School Department

In partial fulfillment of the requirements for

Methods of Research

Second Semester, Academic year 2019 - 2020

Submitted by:

Rochelle Ann A.Cabral RN,LPT

Master of Arts in Education

November 15,2019

Introduction
In education settings, inclusive or mainstream classes are resisted at the secondary
level and there is little research about the possible positive aspects of including students
with and without disabilities or an Individualized Education Plan in classes together. In
order to better understand the potential benefits of mainstream classrooms, it is important
to understand the perspectives of teachers who work within these high school settings.
The purpose of this a study was to tell the stories of teachers and describe the development
that teachers see in inclusive classrooms. Interviews with four teachers revealed insights
on mutual learning between the two groups of students, the challenges to making
inclusion work effectively, and the social, emotional, and behavioral development that
occurs for all students within an inclusive, mainstream classroom. The goal of this paper
is to inform educators about the potential for growth among all students when students
with disabilities are integrated at the high school level, as well as to raise awareness about
the need for additional support for teachers within these settings.
 OLIVAREZ COLLEGE
Dr. A. Santos Ave., San Dionisio, Parañaque City, Philippines 1700

Tel. No.: (02)8260750 or 8257119 Fax: (02)8258712

www.olivarezcollege.edu.ph

Methodology
research method employed in this study was derived from Consensual
Qualitative Research (CQR), which focuses on numerous individual experiences to find
consistencies within the information (Hill et. al., 2005.) Hill et al. (2005) stated that
The essential components of CQR are the use of (a) open-ended questions in
semistructured data collection techniques (typically in interviews), which allow
for the collection of consistent data across individuals as well as a more in-depth
examination of individual experiences; (b) several judges throughout the data
analysis process to foster multiple perspectives; (c) consensus to arrive at
judgments about the meaning of the data; (d) at least one auditor to check the
work of the primary team; and (e) domains, core ideas, and cross-analyses in the
data analysis. (p. 196)
The purpose of CQR is to find consensus about ideas, allowing the researcher to
construct an accurate picture of the participants’ experiences (Hill et al., 2005). The steps
to analyzing data and the terminology for categorizing data were modified from a CQR
method; however, as there was no research team this does not qualify as a true CQR
study. It will aim to highlight teachers’ understanding of the social, emotional, and
behavioral development of students in these classrooms and will provide a descriptive
picture of the work for those outside the education setting. Other qualitative methods use
observation or attempt to form a theory based on the data. CQR was chosen for this study
because the study did not aim to make conclusions, but rather tell the stories of
individuals with first-hand experience working in inclusive settings.
Appendices
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