INTERACTION OF CHILDREN WITH SPECIAL NEEDS AND THE RUGULAR LEARNER IN AN

INCLUSIVE CLASSROOM

A Research Proposal Presented to the

Faculty College of Education

Naval State University

Partial Fullfilment of the requrments for the

course( Action Rese arch) Special Topic 1

By:

Apple Grace Sabonsolin

Roselyn Joy P. Abinales

Jelly Jean Dadizon

Jayson A. Baguna

Rheniel Amistoso

Jaquelyn Ong

Julina Arrio

Jessa Dedil

March 2018
 ACKNOWLEDGEMENT

First of all, it is a pleasure to thank the Caibiran Central Sped Center (CCSC) for giving us

the chance and opportunity to conduct a study on their school. It really helps a lot in

making our research to come true and fulfilling in our part that we’ve have been through.

We would also like to express our deep and sincere gratitude to our research adviser Mr.

Vinnie G. Coton for guiding us in making done of this research. His advices and suggestion

has a very big help in the time that we couldn’t know what we are going to do, and also his

understanding have provided a good basis for us to be able to appreciate and give value

about research.

During this study, we have collaborated with many colleagues for whom we have great

regard, and we wish to extend our warmest thanks to all those who have helped us with

our research.

We owe our loving thanks to our family for their understanding and encouragement and

the one above all of us, the Almighty, for answering our prayer and giving us the strength to

produce what we hope ia to be an outstanding work.

 ABSTRACT

This study was conducted at Caibiran Central Sped Center (CCSC) during school year 2017-

2018 to determine the Interaction of children with special needs and the regular learner in

an Inclusive classroom during the class discussion.

This study is focuses on the interaction of the child who have physical disability and

without disability in an inclusive classroom during the discussion.

The objective of this study is to determine the disability of that particular child and their

interaction in a inclusive classroom because we are now inclusion.

 TABLE OF CONTENTS

Cover Page ---------------------------------------------------------------- i

Acknowledgment -------------------------------------------------------- -------iii

Abstract ------------------------------------------------- --------------iv

Table of Contents ---------------------------------------------- --- -------------v

CHAPTER I – INTRODUCTION

Background of the Study ---------------------------------------------- 1

Objectives of the Study --------------------------------------- ------ 3

Framework of the Study ----------------------------------------------

Theoretical framework -----------------------------------------------------

Conceptual framework ---------------------------------------------------- 7

Importance of the study ----------------------------------------- ---- 8

Scope and Delimitations ---------------------------------------- ------

Definition of Terms -----------------------------------------------

Review Related Literature ---------------------------------------- ------- 9

CHAPTER II – METHODOLOGY

Research Design ------------------------------------------------ 15

Research Locale ---------------------------------------- --------

Research Respondents -------------------------------------------------

 Research Instrument -------------------------------------------------

Data Gathering Procedure -------------------------------------------------

Statistical Treatment of Data ----------------------------------------------

CHAPTER III – RESULT AND DISCUSSION

Table 1 ------------------------------------------------------------------

Table 2 ------------------------------------------------------------------

CHAPTER IV – SUMMARY, CONCLUSION AND RECOMMENDATION

Summary of Findings ----------------------------------- ---------------------

Conclusion -------------------------------------------------------------------

Recommendation --------------------------------------------------------

APPENDICES

Letter for the Principal -----------------------------------------------------

Letter for the Teacher ------------------------------------------------------

CURRICULUM VITAE ----------------------------------------------------------------

 CHAPTER 1

INTRODUCTION
Background of study

Inclusion of students with special needs is prevalent in many countries. One of many

goals of special education is to give students with disabilities the opportunity to participate

in the least restrictive environment so that they receive as much education as possible with

non-disabled students. There are many strategies and models school systems are using to

ensure special education students are participating within the mainstream classroom

setting; however, the inclusion model seems to prove to be the most beneficial in the areas

of academic achievement and social interaction. The inclusion model centers on educating

students with disabilities in the general education setting along with their non-disabled

peers. General education teachers do have concerns about teaching students with learning

impairments including lack of training,planning schedule and resources so research is

essential to demonstrate how the inclusion model can have a positive impact on academic

achievement as well as social interaction among students with disabilities. This paper

includes a review of literature relating to the problems special needs students encounter by

being included in the regular classroom. In general, the literature indicates inclusion can be

problematic for special needs students. However, the literature indicates with proper

training and resources, inclusion can be a practical and effective learning environment.

The inclusion method is a basic model where both disabled and non-disabled students are

educated within the same classroom. Educational inclusion, then, offers education geared

to include all students, even those with disabilities in the same learning environment. This

may include special needs children who have emotional and/or behavioral problems.

Teachers may encounter a variety of situations in the classroom, including those with
learning disorders, emotional disabilities, and mental retardation. Special needs students

are placed in the regular education classroom and are involved in instructional settings

that may have the general education teacher, the special education teacher, the teacher

assistant and possibly parental or community volunteers (Wiebe & Kim, 2008).

The most popular inclusion method seems to be a co-teaching model. “Co-teaching may be

defined as the partnership of a general education teacher and a special education teacher

or another specialist for the purpose of jointly delivering instruction to a diverse group of

students, including those with disabilities or other special needs, in a general education

setting, and in a way that flexibly and deliberately meets their learning needs” (Friend,

Cook, Chamberlain, & Shamberger, 2010, p. 241).

Inclusion of all children within the classroom has brought about a new challenge for

teachers. A typical class may consists of gifted children, slow learners, English-language

learners, mentallyretarded children, hyperactive children, emotionally challenged children,

and low socioeconomically status children. With such a diverse combination, classroom

management, along with focusing on delivering a differentiated instruction that targets

each student individually in the classroom has made a regular education teacher’s job

beyond difficult. Because the state and federal education systems are calling for schools to

improve special education, school systems are turning to inclusion of special education

students in the mainstream setting.

Education can be a powerful tool to unify the students with disabilities and those without

them (Mowat, 2010), but what problems do special needs students encounter by being

included in the regular classroom? This review of the literature will examine the effects of
the inclusion model on the academic achievement and social interaction among students

with disabilities.

Objectives of the study

The aim of the study is to meet the objective of this research.

1. To identify the interaction of children with special needs and regular learner in

a inclusive classroom.

2. To explore and identify the disability of the children with special needs in a

inclusive classroom.

Framework of the study

Theoritical Framework

We have example of learning theories related to inclusion and it is related also in

interacting students with and without disabilities in a inclusive education.

Observational Learning Theory. Students with special needs can learn not only desired

behaviors from their peers through social interaction, they can also learn academically

within their learning community. Children can be the best teachers. Cooperative learning

involves social interaction amongst the students, and it is the key to educational thinkers

such as Piaget and Vygotsky (Slavin, 2009). Using social interaction and active experiences

in learning helps children to feed knowledge to one another. These methods also promote
social communication skills that children will need to possess as adults. They will need to

be able to effectively discuss the various issues that will occur as life progresses. Even

students with special needs can offer educational 10knowledge to their peers; if the

students learn that they can teach others and learn from others, and then they will feel a

sense of belonging, pride, and responsibility. When students are working together, these

students can be paired with slower learner students from time to time. When students

work together and are able to engage in discussions on different ideas, then the sky’s the

limit to what types of knowledge the students can transmit to one another. Peer learning

helps students to build effective listening and communication skills (Harding, 2009).

Guided Learning Theory. In addition to social learning and observational learning

theories, the zone of proximal development also has implication for inclusive classrooms.

According to Lev Vygotsky, the zone of proximal development states that students learn

when guided by an adult or when working with more capable peers. “A more competent

person collaborates with a child to help him move from where he is now to where he can

be with help. This person accomplishes this feat by means of prompts, clues, modeling,

explanation, leading questions, discussion, joint participation, encouragement, and control

of the child’s attention” (Miller, 2011, p. 175). Students with disabilities can learn from

their peers without disabilities as well as with the support of adult guidance to gain a

better understanding of the concept being taught. For example, peer tutoring has been

found to be effective for students with disabilities (McDuffie, Mastropieri, & Scruggs, 2009).

A second example is when a teacher provides scaffolding. Scaffolding occurs a great

learning support is provided at the time new concepts are introduced and the support is

slowly taken from the student as he or she masters the content.

These theories discussed describe how learning occurs in the classroom academically and

socially. According to Ntshangase, Mdikana, & Cronk (2008), “high social interaction is

important not only for learners’ academic achievement but also for their long-term general

well-being and personal development” (p. 82). The zone of proximal development, in

conjunction with the social learning theory, should theoretically help explain how students

with disabilities progress academically and increase appropriate social interactions with

placed within an inclusion classroom.

Conceptual Framework
Students with Students without

disabilities disabilities

Inclusion

Interaction of the students

with and without disabilities

The importance of the study

 The intention of this study is to be useful for teachers, student-teachers (teacher trainee),

curriculum developers, policy makers, and the Ministry of Education and other stake

holders in education to understand more about interaction of children with special neeeds

and regular learner in a inclusive classroom. This study show how the students with special

needs and without special needs which is the regular learners interact in a inclusive

classroom.

Scope and limitation of the study

This study conducted at Caibiran Sped Center School. This research is about interaction of

children with special needs and the regular learner in a inclusive classroom and identifying

the disability of the children with special needs in a inclusive classroom.

Definition of terms

Inclusive classroom

Inclusion in the context of education is the practice, in which learners with special

educational needs spend most or all of their time with non – disabled learners. A classroom

is a room in which teaching or learning activities can take place. Inclusion rejects the use of

special schools or classroom to separate learners with disabilities from learners without

disabilities.
Disability

Disability refer to the loss or limitation of opportunities to take part in the normal life of

the community on an equal level with others due to physical, mental or social factors

(GoURT,2004). The International Classification of Functioning, Disability and Health (ICF)

argued that disability is an umbrella term, covering impairments, activity limitations, and

participation restrictions. Impairment is a problem in body function or structure; an

activity limitation is a difficulty encountered by an individual in executing a task or action;

while a participation restriction is a problem experienced by an individual in involvement

in life situations. Thus disability is a complex phenomenon, reflecting an interaction

between features of a person‟s body and features of the society in which he or she lives

(WHO, 2002).

Special education

The especially designed instruction provided by the school district or other local agency

that needs the unique needs of students identified as disabled (Friend & Bursuck, 1999).

Students with disabilities

Students who are eligible according to state and federal guidlines to receive special

education services (Friend & Bursuck, 1999).

Regular learners
 A regular learners in the inclusive classroom same of special learners the both of them are

included in inclusive classroom.

Review of Literature

The many issues affecting inclusion of special needs students have been debated over the

last 25 years (Odom, Buysse, & Soukakou, 2011). The term “inclusion” replaced all previous

terminologies, i.e., integrated special education, reverse mainstreaming, previous to the

early 1990s in hopes that the word would mean more than placing children with special

needs in the regular educational classroom, including a sense of belonging, social

relationships, and academic development and learning (Odom, Buysse, & Soukakou, 2011).

The question of inclusive education has attracted much attention all over the world.

Nevertheless, an examination of literature and practice shows that there is no agreed upon

universal definition. The term has come to mean different things to different people since it

is context specific. The concept also varies from country to country and is associated with

various perspectives which indicate the concern of each country.

According to Pijl, Mijer and Hegarty(1997:106-107),inclusion has different meanings for

different people. Referring to American experience they state that: 15Inclusion certainly

means ‘place’, a classroom in a regular school building, and a seat in an age –appropriate

general education classroom. It also means access to, and participation in, the general

education instructional programme, either full-time or part-time. And it means bringing

special education teachers or special education paraprofessionals into general education

schools and classrooms to help make inclusion work. Beyond this broad conceptualization,

however, inclusion can mean very different things in different schools and among different

professionals. They also added that “Inclusion will mean a change in the school climate; it is

a statement that a diverse set of learners are not only welcome in the school but will also

be accommodated by their teachers.” (p. 108)16

In Spain, as in UK, there is acceptance of the new terminology of ‘children with special

education needs’ rather than children with disabilities or handicaps. This concept “is linked

to certain kinds of pedagogic help or services required to achieve the educational aims: that

is, an educational need is described in terms of what is essential for the pupil to achieve

certain educational objectives.” Mittler and Daunt (1995: 13). 16

The literature on inclusive education in India primarily addresses “concerns about the

children with disabilities.”(Singal, 2005: 335). This is illustrated in the definition given by

Chadha(2000) as quoted in Singal ( Ibid). Chadha defines inclusion as “providing to all

children (irrespective of the kind and degree of disability)equitable opputunities to receive

effective educational services with needed supplementary aids and support services in age

appropriate classes in their neighborhood schools.”

In the, ‘Guidelines for Inclusion’ UNESCO (2005:13) defines inclusion as a process by

referring to various aspects, which incorporate its essence as clearly seen in the following:

Inclusion is seen as a process of addressing and responding to the diversity of needs of all

learners through increasing participation in learning, cultures and communities, and

reducing exclusion within and from education. It involves changes and modifications in

content, approaches, structures and strategies, with a common vision which covers all
children of the appropriate age range and a conviction that it is the responsibility of the

regular system to educate all children.

It also “aims to enable both teachers and learners to feel comfortable with diversity and to

see it as a challenge and enrichment in the learning environment, rather than a problem.’’

(UNESCO, 2003:7)17

It can also been seen from educational point of view as defined by Piji, Meiger and Hegarty

(1997: 150-151) in the following: Inclusion is sometimes defined as the provision of

appropriate high quality education for pupils with special needs in regular schools.

Whether or not this happens depends critically on teacher variables, specifically their

willingness to take on this task and their ability to carry it out. …Inclusion stands for an

educational system that encompasses a wide range diversity of pupils and that

differentiates education in response to their diversity.

According to Rieser(2008:23) the index for inclusion defines inclusion as having various

components. Some of these are: Valuing all students and staff equally; increasing the

participation of students in, and reducing their exclusion from, the cultures, the curricula

and communities of local schools; reducing barriers to learning and participation for all

students, not only those with impairments or differences are categorized as having special

educational needs; viewing17differences among students as resources that support

learning; rather than as a problem to be overcome; acknowledging the right of students to

receive an education in their locality; and so on.

According to Walker and Covington (1998:2) inclusive education for all students “should

utilize the best teaching techniques, and any necessary support services and
supplementary aids available to make the process of learning a success. Services are

brought to the students instead of students being removed from the general classroom to

receive the services.’’

References
Wiebe Berry, R., & Kim, N. (2008). Exploring teacher talk during mathematics instruction in

an inclusion classroom. Journal of Educational Research, 101(6), 363-378.

Friend. C., Cook, L., Chamberlian., & Shamberger, C. (2010). Co-teaching: an illustration of

the complexity of collaboration in special education. Journal of Educational and

Psychological Consultation, 20(1), 9-27.

Mowat, J. (2010). Inclusion of pupils perceived as experiencing social and emotional

behavioural difficulties (SEBD): Affordances and constraints. International Journal of

Inclusive Education, 14(6), 631-648.19

Slavin, R. (2009). Educational psychology: Theory and practice (9th ed.). Upper Saddle

River, New Jersey: Pearson Education, Inc.

Harding, S. (2009). Successful inclusion models for students with disabilities require strong

site leadership: Autism and behavioral disorders create many challenges for the learning

environment. International Journal of Learning, 16(3), 91-103.19

McDuffie, K., Mastropieri, M., & Scruggs, T. (2009). Differential effects of peer tutoring in

cotaught and non-co-taught classes: Results for content learning and student-teacher

interactions. Council of Exceptional Children, 75(4), 493-510.

Miller, P.H. (ed.). (2011). Theories of developmental psychology (5th ed.). New York: Worth

Publishers.
Ntshangase, S., Mdikana, A., & Cronk, C. (2008). A comparative study of self-esteem of

adolescent boys with and without learning disabilities. International Journal of Special

Education, 23(2), 75-84.

Friend. C., Cook, L., Chamberlian., & Shamberger, C. (2010). Co-teaching: an illustration of

the complexity of collaboration in special education. Journal of Educational and

Psychological Consultation, 20(1), 9-27.20

Wagoner, M., Friend, M., Bursuck, W., Kutash, K., Duchnowski, A.J., Sumi, W.C., & Epstein, M.

(2006). Educating students with emotional disturbances: A national perspective on school

programs and services. Journal of Emotional and Behavioral Disorders, 14, 12-30.

Odom, S. L., Buysse, V., & Soukakou, E. (2011). Inclusion for young children with

disabilities: A quarter century of research perspectives. Journal of Early Intervention,

33(4), 344-356.

Miller, P.H. (ed.). (2011). Theories of developmental psychology (5th ed.). New York: Worth

Publishers.

Wiebe Berry, R., & Kim, N. (2008). Exploring teacher talk during mathematics instruction in

an inclusion classroom. Journal of Educational Research, 101(6), 363-378.

Konrad, M.F., Fowler, C.H., Walker, A.R., Test, D.W, & Wood, W.M. (2007). Effects of

selfdetermination interventions on the academic skills of students with learning

disabilities. Learning Disability Quarterly, 30(2), 89.

 CHAPTER II

METHODOLOGY

Research Design

This selection refers to the plan and research subject. It detailed all the issue involved in

interaction of children with special needs and regular learner in a inclusive classroom.The

researcher identifying the problems through observation.

Research Locale

The study was conducted at Caibiran Central Sped Center.

Research Respondents

Grade 6-Earth students of Ms. Elmira Villegas was the respondents in the study.

Research Instrument

In this study, the researcher was also consider as an instrument and provide devices that

able to surveillance the class of Grade 6 students at Caibiran Central Sped Center.

Data Gathering Procedure

All the needed documents in conducting research was first arranged by the researchers.

Asking permission to the principal was the next step and followed by setting schedule with

the assigned teacher for the study. After that the researcher met the student and

introduced to them the objective.

The collected data gathered through video recording has been transcript and translated.

After that, it was coded and categorized. The data was interpreted and analysed using the

table.

Statistical Treatment of Data

As the researchers conducting the study in the class discussion . We used video recorder as

our instruments to determine the interaction of the chil who have physical disability and

the regular learner because our objectives is to know the interaction of the child with an

without disability.

Through their presence in the field where they conduct a study using video recorder . Now

the researcher able to say that the problem in their study is existed. They are now

proposing their intervention for taking action to solve the problems.

Objective Strategies Personal Time Allotment

Involvement

To determine the The researcher are The grade six section The teacher consume

interaction of the going to have video Earth student of Ms. one in a half hour in

child who has presentation about Elmira Villegas in claas discussion and

physical disability the interaction of the Caibiran Central the

and the regular students in Grade VI- Sped Center.

presentation
learner in a inclusive Earth.
consumed in 30
Objective Strategies Personal Time Allotment

Involvement

classroom. About the video: minutes and 25

minutes for the

In the classroom that
instructions and
we observe we
another 35 minutes
identify the
for the activities of
disability of the child
the students.
named Hazel

Ramirez. Hazel

Ramirez has a called

physical disability

and the regular

learner in a inclusion

class. The researcher

focused on the

interaction of the

child with and

without disabilities

in a Inclusive

classroom.
 CHAPTER III

RESULT AND DISCUSSION

This chapter present the result of the conducted study in the selected school of Caibiran

Central Sped Center.The result was presented, analysed and interpreted using tables based

on the objectives of the study through video recording.

The presentation of the teacher

Table 1

First observation of the researcher

Teacher's Activity Student's Activity

The prayer

Please stand and let us pray may i call in Rex

to lead the prayer.

Rex: Student' s Prayer

Thank you Rex!

Good morning everyone

Students: Good Morning maam

Before you take your seats, kindly pick up

some pieces of paper under your chairs and

arranged your chairs properly.

Cbecking of attendance
 Teacher's Activity Student's Activity

Everyone are present? Students: Yes Maam

Review

Do you still remember our lesson?

What is all about?

Very good! Ruby: It is all about the poem that we

discussed teacher.
Developmental Activities

Motivation

The teacher introduced the step of the

dance.

Students: Students are dancing

Presentation

Our topic for today is all about Verb

Do you know what is verb class?

Student: Verb is an action word teacher.

Yes , Very good!

Discussion

Our topic is all about verb

Verb is an action word

For example: Dancing, Walking, Singing,

 Teacher's Activity Student's Activity

jumping , talking and etc...

Understand class?

If you understand i have a question here. Students : Yes Maam

Is Eating is a verb?

Is Seating is a verb? Students: Yes maam

Is Teacher is a verb? Students: No Maam

Ok Very good class Students: No maam

Application

If you really understand .Let's practice.

( Students Answer)
Touching

Grabbing

Talking

Flowers

Car

Evaluation

Identify the verb in a sentence.

 Teacher's Activity Student's Activity

1.Ben and Keth is Talking

2.Me and my father is riding

3.She is beautiful

4.She is running.

5.They love to swim.

Assignment

Give atleast 5 example of verb and make a

sentence.
 Table 2

The second observation of the researcher

Teacher's Activity Student's Activity

Prayer

Please stand and let us pray. ( The students prayer)

Checking of Attendance

Everyone are present? Students: Yes maam

Review

Do you still remember our lesson last

meeting? What is it all about? Student: It is all about verb Teacher

Very good Verb is an action word.

What is verb?

Developmental Activities

The motivation of the teacher.

Presentation

Our topic for today is all abou noun

 Teacher's Activity Student's Activity

Do you know what is noun class? Student: Noun is a word that names a

person, place, things and idea.

Very good!

And example of this :

Chef is a noun

Freedom is a noun

Students : Yes Teacher

Understand Class?

If you really understand the discussion lets

practice.

Is freedom is a noun?

Is teacher a noun?

Students answer
Is dancing a noun?

Ok, very good!

Generalization

Let see if you really understand the lesson.

What is Noun class?

Students Answer
Evaluation
 Teacher's Activity Student's Activity

Everyone in Mrs. Guzmans car was late for

school on Monday's

Assignment:

Give atleast Five examples of noun.

No. of Interaction during classroom discussion

The researcher made a table to identify the interaction of the childrens with and without

disability.

Day 1 1111111111111111111 19

Day 2 1111111111111111 16
 CHAPTER IV

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter present the summary of the findings in the data, the conclusion and the

recommendation that the researcher conducted.

Summary of the findings

The findings of the researcher about the interaction of children with special needs and the

regular learner in a inclusive classroom. The classroom is conducive for learning for the

students to be comfortable during the discussion of the teacher.The teacher gives more

activity to her students so that the students can participate and can interact with other.

About the table 1 and table the lesson plan of the teacher during her discussion that we

observe in our visiting day.

Conclusions

The conclusion of the researher in this research is the students is more active on the

activities that given by the teacher in class discussion.

Recommendation

The researcher recommend that during class discussion the teacher should consider the

different instructional methods in terms in her teaching for the students also to be more

interesting and productive during class hour.

 CURRICULUM VITAE

Personal Background

Name : Roselyn Joy P. Abinales

Year&Sec. : BEEd III-B SpEd

Gender : Female

Age : 19

Birthday : January 4, 1999

Place of Birth : Brgy. Manlabang Caibiran,Biliran

Address : Brgy. Manlabang Caibiran Biliran

Citizenship : Filipino

Religion : Roman Catholic

Civil Status : Single

Educational Attainment

Secondary Education

: Manlabang National High School (MNHS)

2014-2015

Elementary Education

: Caibiran Central School

 2010-2011

Personal Background

Name : Jessa V. Dedil

Year&Sec. : BEEd III-B

Gender : Female

Age : 19

Birthday : December 21, 1998

Place of Birth : Caibiran

Address : Sitio. Cuta Brgy. Binohangan Caibiran,Biliran

Citizenship : Filipino

Religion : Roman Catholic

Civil Status : Single

Educational Attainment

Secondary Education : Manlabang National High School

2014-2015

Elementary Education

: Binohangan Elementary School

2010-2011
Personal Background

Name : Apple Grace S. Sabonsolin

Year&Sec. : BEEd III-B

Gender : Female

Age : 21

Birthday : October 17, 1996

Place of Birth : Naval, Biliran

Address : Puro Kube Naval, Biliran

Citizenship : Filipino

Religion : Roman Catholic

Civil Status : Single

Educational Attainment

Secondary Education Naval National High Schol

2013-2014

Elementary Education

: Calumpang Elementary School

 2009-2010

Personal Background

Name : Jayson Baguna

Year&Sec. : BEEd III-B

Gender : Male

Age : 21

Birthday : December 24, 1996

Place of Birth : Victory Caibiran, Biliran

Address : Katipunan Victory Caibiran, Biliran

Citizenship : Filipino

Religion : Roman Catholic

Civil Status : Single

Educational Attainment

Secondary Education

: Manlabang National High School

2011-2012

Elementary Education
 : Caibiran Central School

2007-2008

Personal Background

Name : Julina Arrio

Year&Sec. : BEEd III-B

Gender : Female

Age : 20

Birthday : October 3, 1997

Place of Birth : Victory Caibiran, Biliran

Address : Brgy. Victory Caibiran, Biliran

Citizenship : Filipino

Religion : Roman Catholic

Civil Status : Single

Educational Background

Secondary Education

: Manlabang National High School

: 2014-2015

Elementary Education
 : Caibiran Central School

2010- 2011

Personal Background

Name : Jelly Jean A. Dadizon

Year&Sec. : BEEd III-B

Gender : Female

Age : 18

Birthday : April 7, 1999

Place of Birth : Brgy. Libertad, Cabucgayan, Biliran

Address : Brgy. Libertad, Cabucgayan, Biliran

Citizenship : Filipino

Religion : Mormons

Civil Status : Single

Educational Background

Secondary Education

: ( CNSAT) Cabucgayan National School Of Arts and Trades

2014-2015

Elementary Education : Cabucgayan Central School

Personal Background

Name : Jaquelyn Ong

Year&Sec. : BEEd III-B

Gender : Female

Age : 19

Birthday : October 8, 1998

Place of Birth : Mc.Arthur

Address : Mc. Arthur Leyte

Citizenship : Filipino

Religion : Iglesia ni Cristo

Civil Status : Single

Educational Background

Secondary Education

: Culaba National Vocational High School

2014-2015

Elementary Education

: Culaba Central School

 2010-2011

Personal Background

Name : Rheniel Amistoso

Year&Sec. : BEEd III-B

Gender : Male

Age : 22

Birthday : November 24, 1994

Place of Birth: Brgy. Cabucgayan Biliran

Address : Langgao Cabucgayan, Biliran

Citizenship : Filipino

Religion : Roman Catholic

Civil Status : Single

Educational Background

Secondary Education

: CNSAT

2010- 2011

Elementary Education
: Langgao Elementary School

2006-2007