FAR EASTERN UNIVERSITY

A COMPARA TIVE ANALYSIS BETWEEN TRADITION AL AND PROGRES SIVE SPED SCHOOL SETTINGS

FAR EASTERN UNIVERSITY

IN CURRICUL UM, FACILITIES AND INSTRUCTI ONS (BY: ILEDAN, NADINE SARAH G., RIMANO, MARY

FAR EASTERN UNIVERSITY

JANE S., TALUSAN, ANGELI GABRIELLE Q.)

FAR EASTERN UNIVERSITY

A COMPARATIVE ANALYSIS BETWEEN TRADITIONAL AND PROGRESSIVE SPED SCHOOL SETTINGS IN CURRICULUM, FACILITIES AND INSTRUCTIONS

by Iledan, Nadine Sarah G. Rimano, Mary Jane S. Talusan, Angeli Gabrielle Q. Far Eastern University

ABSTRACT The research is conducted to know how traditional and progressive SPED school setting characterized in terms of: curriculum, facilities and instruction. According to the researchers findings progressive special education schools is more effective for the development of children with special needs and there are more much concentrating on the needs of the children, while in the traditional special education schools their limited in curriculum and facilities only. Traditional special education schools, lack the needs and the support for teaching children with special needs, because even though they have special programs, there are some absents of their curriculum and facilities for these children. The instruction of the teachers is appropriate for their students. In addition, the researcher came up with the following recommendations for the special education teachers that they may consider to provide a continuum of services, in which students with special needs receives varying degrees of support based on their individual needs and for the students of the teacher-respondents that they may provide additional care and support to the students in learning to progress. And also for the future researchers that they can make further studies about traditional and progressive special education schools and they can use this thesis for their reference and guidance.

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INTRODUCTION
This study on the comparative analysis about the difference of traditional and progressive schools that has special education in terms of curriculum, facilities and instructions in the amount of student learning that occurs. The teachers effectiveness is about the students learning through the use of these three factors that play a big part in contributing to the education of the children. However, teachers realize that what a student learns is not always within the teachers control. The study shows that the teaching is subject intensifying, especially for the effectiveness of teaching strategy characterized by instruction, curriculum and facilities of both schools in the way that teachers can present content and skills that will enhance the opportunities for students to learn and equally filled with suggestions of what not to do in the classroom. Students often have little expertise in knowing if the method selected by an individual instructor was the best teaching method or just a method or simply the method with which the teacher was most comfortable.

According to Robert M. Gagn (2002), the effective schools are distinguished by professional leadership motivated by the desire to build a vibrant professional learning community. They are defined by an agreed vision and goals, purposeful teaching and high expectations for student learning. These schools have rigorous systems of accountability, a focus on teaching and learning, and stimulating and secure learning environments.
In addition, this is very important to school has agreed expectations and coherence around the quality of teaching required to impact on student performance. A constant focus on teaching and learning is entrenched in the culture of an effective school. Supported by effective leadership, effective schools provide ongoing learning opportunities for teachers to develop the skills, knowledge and dispositions necessary to teach to higher professional standards. The researchers choose to do the study to help students, teachers and schools curriculum, facilities and instruction, to further understand the importance of teaching techniques in the development of learners. In addition, the researcher also wants to increase teaching techniques of the teachers and participation in the schools between traditional and progressive Special Education especially to the childs learning. Most of us are aware that children with special need more attention and guidance when it comes in their education and daily living. The researchers believe that this study will help in gaining more knowledge about the influence and benefits on curriculum, facilities and instruction of both traditional and progressive Special Education Schools in the childs development.

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BACKGROUND OF THE STUDY

This study is about the curriculum, instructions and facilities of traditional and progressive SPED schools. In this study, the researchers will know now the difference between the two school settings (traditional and progressive schools), their advantages and disadvantages, strengths and weaknesses. They have determined what school setting is effective in the development for the children with special needs, on which school setting is more concentrating on their needs. Which set up is highly encouraged in improving their skills and talents. Education is the foundation of a persons life, we as human beings are finding out what kind of education would be best for us and for the children that we have. Before school for the young have historically been supplemented with advanced training for priest, bureaucrats and specialist. Now there are many options and kinds of school for the education of the children.

The traditional education is also known as back-to-basics education or customary education. This refers to long- established customs found in school in schools that society has traditionally deemed appropriate, traditional education promotes the adoption of progressive education practices, which focuses on individual students' needs and self- expression; a more holistic approach (Malcolm S. Knowles-2000).
In the progressive education, also known as modern education or alternative education has persisted in various in forms to the present. It is a student- centered and task-based approach to learning. Progressive education may be the opposite of traditional education. Traditional education is to transmit to a next generation, those skills, facts and standards of success is being imposed from above and outside. according to educational progressives (John Dewey). This educational setting makes use of the involvement of the parents and the community. The teachers become partners of the students in taking the steps in their education. Everything is in hands-on activities and group based tasks. Progressive education concentrates on the strengths of the students and how they use different tools so the student can process easily and function well in coping up with their studies.

This study shows that as the future educators, the researchers would like to be in the company where the needs of the students are met. The researchers would like to apply the experience that they had when they achieve the goals of their research on their way in becoming professionals. The reason why the researchers came up with this title is because they would like to distinguish the difference of traditional school and progressive school, and what are the factors that make this school stand- out from one another. And just recently, the researchers knew about the standard of progressive education in our country, that is why they composed a title that will enhance and elaborate their thoughts about the school settings and so that other people may know and have this kind of knowledge about the education that our generation had offered and opened for children with special needs. The aims of this study principally centers on the difference between traditional and progressive Special Education Schools in the development of the childs education and their influence on the student outcome. It also includes the different ways on how

FAR EASTERN UNIVERSITY curriculum, facilities and instruction get involved in the childs education. The researchers wants to choose to do the study to help the teachers on how they can sustain and improve the effectiveness of the teaching techniques on the childs education.

SUMMARY OF FINDINGS
In the analysis of the data collected and results gathered from the statistical treatment, presented successively in this study are these significant findings: Finding 1. When the respondents are according to demographic variables, results showed that there was equal distribution in the number of respondents. This means that in the current study, all teacher-respondents are thirty (30), female are 9 and male is 1). The age variable majority of the respondents are 51 and above.These means that teachers have a teaching techniques to development of the child in education in their schools. Meanwhile most of the teacher-respondents shows the percentage of the years of teaching. Most of the teachers have 10- 12 years and above of experience with the percentage of 58%. The next teachers that is second in having long years of experience is 7-9 years which is 23% the teachers that has only 1-3 years of teaching experience has 10%and the least percentage is 9% which is teachers with 4-6 years of experience. Finding 2. In how do traditional and progressive SPED schools characterized in of the teachers curriculum, instructions and the schools facilities. Meanwhile, this survey conducted in two traditional and two progressive SPED schools in Metro, Manila and Quezon City. Finding 3. In our statement of the problem number 3, the researchers findly found out that the instructional planning of the teachers in traditional and progressive Special Education Schools are almost the same in regards to how they used and presented their instruction to their students. Finding 4. There are significant differences in the respondents on their personal lives affects their career as a teacher when grouped according to age, gender, civil status and years of teaching in schools. There is a significant difference in the teacher-respondents according in their curriculum and instructions given to their students and to the school facilities seek to attain. Finding 5.According to the respondents progressive special education schools has more advantages mainly in the facilities and curriculum for the students, while in the traditional special education schools they somewhat lack in facilities and curriculum. But, in their instruction for their students, they dont have that much difference.

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CONCLUSIONS
Based on the findings the following conclusions were obtained: The researchers found out that the development of the child is in the hands of their teacher, but the teachers are limited because of the type school that they have. According to the researchers findings progressive special education schools is more effective for the development of children with special needs and there are more much concentrating on the needs of the children, while in the traditional special education schools their limited in curriculum and facilities only. Traditional special education schools, lack the needs and the support for teaching children with special needs, because even though they have special programs, there are some absents of their curriculum and facilities for these children. The instruction of the teachers are appropriate for their students, in progressive schools they can provide both the needs of teachers and students and can function in a safe environment, while in the traditional schools even though the teachers are adequate in teaching their students the lack of curriculum and facilities are holding them back.

RECCOMENDATIONS In view of the findings and conclusions, the researcher came up with the following recommendations. For the teacher they can suggest in their schools the things that they need to replace and provide for the students. For the students of the teacher-respondents that they may provide additional care and support to the students in learning to progress. In addition they can also motivate the family of the children to have a better to give a inspiration and encourage them to join support or enrolled them in a schools to improve the development of the child. For the special education teachers that they may consider to provide a continuum of services, in which students with special needs receives varying degrees of support based on their individual needs. Special education programs need to be individualized so that they address the unique combination of needs in a given of the students in developing new strategies and approaches in understanding and teaching improve the optimism level and academic performance of their students and make them develop a positive outlook in life. For the readers that they ought to continue reading and reviewing studies such as this one, in order to gain more knowledge about the teaching techniques of the teacher to the development of the students. For the future researchers that they can make further studies about traditional and progressive special education schools and they can use this thesis for their reference and guidance.

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http://www.philstar.com/unblogged/family-and-parenting/2011/05/17/686336/a-closerlook-progressive-and-traditional-school-settings

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