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Bibliography leaves 78-95.

"This study was conducted to determine the challenges encountered by science teachers in an inclusive classroom. The respondents of this study were the junior high school teachers handling science subjects in 16 selected secondary schools in Division of Dumaguete of Tanjay City. The researcher utilized a descriptive-correlational method of research and employed a researcher validate questionnaire ads instrument for determining the challenges encountered by the science teachers in dealing with exceptional learners inside and inclusive classroom. The statistical tools used in this study were weighted mean and Spearman Rank Correlation Coefficient. The results showed that the extent of challenges experienced by teachers in teaching exceptional learners in an inclusive classroom is high in terms of teacher preparation, learners' motivation and participation, parents' involvement and expectations and budget of time. In addition, it is moderate in terms of classroom management and learners' behavior. This study also revealed that the academic performance of exceptional learners in science is in fairly satisfactory level. Furthermore, there is a significant and inverse relationship between the extent to which teachers experienced challenges in terms of learners' motivation and participation, parents' involvement and expectations, and budget of time to the learner's academic performance." --Abstract