CHAPTER I

INTRODUCTION

There have always been individuals who have special needs or who are currently

known as having disabilities or being exceptional. However, there have not always been

special education services to address their needs. Contemporary special education is a

profession with roots in several academic disciplines-most notably medicine,

psychology, sociology, and education. Historical accounts that formal education

teaching strategies first appeared in the late eighteenth century, primarily involving

children who were blind and deaf. By the early nineteenth century, attempts were made

to educate children with significant cognitive and behavioral challenges-individuals who

were labeled insane or idiotic at the time. Across subsequent centuries, special

educators developed, evaluated, refined, and disseminated a wide variety of teaching

practices. These instructional strategies extended beyond common academic subjects

(e.g., reading, writing, and mathematics) and included perceptual and motor training,

self-help skills, leisure and vocational preparation, and behavioral and skill

development. All students with special needs are unique. Their needs may be

recognized by teacher and parent observations and/or assessment by a certified

professional. Some students may have their needs formally identified as exceptionality

through an identification placement and review commitment. Regardless of the manner

by which needs are determined, teachers and school teams can implement strategies

as soon as a students need is realized. It is important to document and assess the

effectiveness of strategies employed and revised them in order achieve success.

 The University of the Southern Philippines (USEP) recently conducted a Summer

Training Program for Special Education Teachers of the Department of the Education

from the Visayas and Mindanao. The program recognizes the vital role of teachers in

providing quality education to children with special needs thus the customized training

program to equip teacher’s knowledge and skills on various educational programs and

services appropriate for children with special needs. Teacher should suit his or her

instructional strategies and content to needs of a particular learner. A learner with

mathematical reasoning learning disabilities requires a different strategy from one with

reading disability. Proponents of integrated classroom argue that teachers should not

separate learners with learning abilities from their counterparts with no disability. It is

therefore upon the teacher to strike the right balance and ensure that each learner

leaves the class with the desired learning outcome.

Cite three authors 

For these reasons, the researcher’s find it interesting to conduct a study among

the SPED Elementary School to bt enable them to know how they handle students with

different disabilities and what strategy they are using.

The purpose of this study is to know how the SPED teachers handle their

students with disabilities. This study shows the teaching strategies of SPED teachers in

exceptional students.
STATEMENT OF THE PROBLEM

This study aimed to determine the teaching strategies of SPED

teachers at SPED Elementary School to be enable them to know how they

handle students with different disabilities and what strategy they are using.

1. Demographic profile

a. Age

b. Gender

c. Position

d. Class

2. What are the teaching strategies do teachers make in teaching

the exceptional students?

a. Rotate lessons

b. Create classrooms centers

c. Blend ‘the Basics’ with more specialized instruction

d. Form small groups

3. What materials can teachers use to teach exceptional

students?

a. Books

b.

c. \
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES AND

THEORITICAL/CONCEPTUAL FRAMEWORK
This chapter includes the review of related literature and studies on handling the
students with the disabilities and it includes the Conceptual Framework.

RELATED STUDIES
(COPPER 2015) states that there is a need for formal research that documents
the experiences of academics with disability students in online learning. More strategies
need to be explored to address the complex issues of access and inclusion. The
creation of inclusive learning environment higher education institutions will remain
elusive if academics distance themselves from providing learner support to students
with disabilities.

Furthermore, to improve the experiences of the students with disabilities in higher

education institutions, it is imperative that we listen to their voices, which provide us with
information on the challenges they face while being learners at these institutions. The
aspect of sharing good practices should not be neglected either, as case studies
represent a powerful approach to help to learn from academics’ experience, thus
increasing the volume of important voices.(DOUCE 2015)

As (VAN JAARSVELDT & NDEYA-NDEREYA 2015) have stated, ‘beyond

legislation and institutional policies relating to students with disabilities, academics
should accept responsibility for and have an understanding of accessibility and the
establishment of inclusive learning environments’. It is thus imperative to expand our
research to identify methods, which can empower students with disabilities, and provide
them with deeper and more enriched learning experiences.

THEORETICAL FRAMEWORK
The study was guided by Felder and Silverman (1998) Dimensions model Theory
to Sciences Learning. There are four dimensions of learning styles related to each
students preferred mode of receiving information in class. The four dimensions are
based on the type of information students receive in class(sensory or intuitive) modality
in which they receive it(visual or verbal) process by which they receive it(actively or
 reflectively) and the order in which they receive (sequentially or globally). The theory
stresses that in any learning, all learners are unique and therefore, there is need to
adopt teaching strategies that effectively takes into account learning styles of all
learners. The fact that, students who are deaf require extended services such as proper
teaching methods, use of teaching resources, correct medium of instruction, use of
Individualized Education Program(IEP) to monitor improvement and adaptation of time
makes the theory an effective preposition for this study. LANG (2002) concurs when he
states that, deaf students actively engage in learning process when learning is based on
visual aids. Felder and Silverman (1998), noted that, the use of pedagogical strategies
that provides students with the time to think and reflect in class and strategies that
structure student-student and teacher-teacher interaction should be emphasized as a
way of learning.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Teaching strategies of SPED teachers Effectiveness of Teaching Strategies of

SPED teachers

Fig 1. Conceptual Framework of the Study

 Figure 1. Presents a Conceptual Framework between two variables. Teaching
strategies of SPED Teachers Effectiveness of teaching strategies of SPED teachers.
This study will analyze the effectiveness of teaching strategies of SPED teachers and
their readiness towards handling students with disabilities.