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 [Link]
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 [Link] 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
[Link] and Keth is Talking
[Link] and my father is riding
[Link] is beautiful
[Link] is running.
[Link] 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 [Link] 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 : [Link]
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
