CHALLENGES OF USING MODULAR LEARNING IN TEACHING LEARNERS

WITH DISABILITY IN SPECIAL EDUCATION SCHOOLS IN CLUSTERS I

AND II OF WEST DISTRICT OF DIVISION OF CALAPAN CITY

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Learners with disability in the Special Education Program have special needs,

thus, they need special attention and extra care. Special education program plays a pivotal

role in providing learners with disability and special needs appropriate services to

develop their whole personhood to become independent and productive members

of the society towards a happy life (Villamayor, 2000). Similarly, Ellito (2000) states that

special needs of children have certain rights to legislation, it includes that all children

must be provided with a free appropriate public education regardless of the severity of

their disabilities.

In the Philippines, different legal bases were made to support the right to education

of the learners with disabilities. The government acknowledges the need to teach all kinds

of learners. This is in compliance to the UNESCO’s goal of Education For ALL (EFA) in

which the country is a member. Thus, all types of learners including those Out-of-School

Youth (OSY), adult learners and the children with disabilities are reached out and are

provided with learning at their own pace. As stated in Commonwealth Act No. 3203 of

article 356 and 259, “the right of every child to live in an atmosphere conducive to his or

her physical moral, and intellectual development and the concomitant duty of the

government – to promote the full growth of the facilities of every child.”

1
 Another is the Batas Pambansa Blg. 232 stated the right of the individuals to

quality education regardless of sex, age, breed, socio status, physical and mental

conditions, socio and ethnic origin, political and other qualifications. The provision was

also supported by the Magna Carta for Disabled Persons also known as RA 7277

(1997) that provides for the Rehabilitation for Self Development and Self-Reliance of

Disabled Persons and their integration into the mainstreaming of society and for other

purposes. In addition, the Child and Youth Welfare Code (PD 603) Article 3 (2007) has

specific provisions intended for the welfare of exceptional children to be treated with

sympathy and understanding and be entitled to treatment and competent care and be

given the kind of education and care required by this particular condition.

The above mentioned provision mandates that attention should be given to

learners with special needs regardless of their disabilities and should be given

privileges in developing themselves according to their capacity and abilities. It also

implies on how children with special needs be addressed not only on how to

communicate or to express themselves but on how they can develop their capabilities

and potentials to the highest possible.

But nowadays, the delivery of education through face to face set up has been

changed due to pandemic COVID 19. In fact, the outbreak of pandemic COVID 19 has

driven the fastest changes to educational institutions across countries (WHO, 2020). The

Philippines, a third world country is one of the countries affected by such. The

suspension of face to face classes in all levels has led to switch to alternative delivery

modality in all levels in the educational institution (Malipot, 2020). In a news report,

DepEd Secretary Leonor Magtolis Briones said that learning must continue amidst the

2
pandemic situation and must be the top priority (Garcia, 2020), thus alternative delivery

modality was an option. DepEd Secretary Leonor Magtolis Briones ordered to deliver

education through Distance Learning Modality, one of the Alternative Delivery

Modalities (ADMs) of the DepEd (Llego, 2020), and the learners with disability are not

exempted to this.

With this situation, the both teachers and learners, including the parents, are

facing challenges in the New Normal of delivering education. In fact, during the Dry Run

set by the DepEd nationwide on August 10-17, 2020, several observations were

documented. According to the teachers, they experienced greater challenges in the

distribution and retrieval of the self-learning materials for the pupils. Minimum health

standards had to follow (eg. wearing of facemask, faceshield, and social distancing)

including disinfection of the classrooms, the self-learning materials, and wearing of

gloves during distribution and retrieval. Another difficulty is the inability of some parents

to pick the modules in schools or in designated pick up areas in which teachers had to

deliver it house to house. Thus, teachers climb mountains and high places just to reach

them out (Dry Run Documentation, 2020). Others, cross the rivers to hand carry the

learning modules to the pupils. Still others, hired tricycle and motor cycle (habal-habal)

just to bring the modules to the learners, not to mention the difficulty of carrying the

“bila-bila boxes.

Furthermore, when the classes started on October 5, 2021, the situation gets even

more challenging, hence teachers were ordered to conduct in-site monitoring (DepEd

Memorandum…). All teachers adapted to this situation including the Special Education

Teachers (SPET) whose learners are those with disability or exceptionality such as

3
intellectual disability, learning with disabilities which includes dyslexia, dyscalculia,

dysgraphia, apshia/dysphasia) in which teachers provided self-learning materials (SLMs)

for learners and made follow-up learning through in-site monitoring or home visitation

which depends on the memorandum or order of the Schools Division Office.

As for the parents, they affirmed that it was too difficult for them to teach their

children. Most of them are working parents and their schedule do not match with the

class-home program schedule of their children. They do not have enough money to hire a

private tutor either. Some parents admitted that due to low educational background, they

could understand the content of the learning module which prevented them from teaching

or even guiding their children. Similar complaints were heard from the parents the

learners with special needs. Truly, teaching using the learning module seems difficult.

This is even more difficult if the learners are not capable for independent learning, just

like the learners with disability.

From the background, it could be deduced that teachers, parents, and learners are

encountering challenges in using the modular learning in today method of delivering

education. It is as if of everyone is trying his or her best to adapt to the New Normal set

of catering learning.

Statement of the Problem

This research will intend to find out the challenges of using distance learning

modality through learning module in teaching learners with disability under Special

Education Program of the Schools Division of Calapan City.

Specifically, it will seek answers to the following questions:

4
 1. What are the profiles of the respondents in terms of the following:

1.1 teachers

1.1.1age;

1.1.2 gender;

1.1. 3 civil status;

1.1. 4 highest educational attainment;

1.1. 5 number of years teaching in the Special Education Program; and

1.1.6 type of disability handled?

1.2 parents

1.2.1 age;

1. 2.2 number of children in the family;

1. 2.3 highest educational background;

1. 2.4 occupation;

1. 2.5 monthly income; and

1. 2.6 technological gadget available at home?

2. What extent to challenges encountered by the respondents in terms of the

following variables:

2.2 teachers

2.2.1 distribution and retrieval of learning modules;

2.2.2 teaching of the content of the learning modules; and

2.2.2 monitoring of the use of learning modules?

2.3 parents

2.3.1 learning modality;

5
 2.3.2 learning modules (print materials)

2.3.3 receiving and returning of learning modules; and

2.3.4 use of learning module as observed to their children?

3. Is there a significant relationship in the extent of challenges encountered when

respondents are grouped into profile?

4. What are the coping mechanisms employed by the respondents to address the

challenges?

5. How effective are the coping mechanisms?

6. What intervention can be proposed to address the challenges?

Theoretical Framework of the Study

The study is anchored on the theory on barriers of distance education.

Accordingly, distance education or distance learning is one of the Alternative Delivery

Modalities (ADMs) of the Department of Education in times of pandemic. The distance

learning modality goes with other modalities such as face to face, blended learning, and

home schooling. Since face to face modality is temporary suspended due to pandemic,

blended learning is not also possible hence it is a combination of face to face and any of

the distance learning. Meanwhile, distance learning is two categories: distance online

learning and modular learning. Online distance learning is comprised on synchronous

(virtual) and asynchronous (online in which teachers and students do have virtual

interaction) while modular learning could be either delivered through print module and

electronic module (Llego, 2020).

6
 Innovation is “an idea, practice, or object that is perceived to be new by an

individual or another unit of adoption” (Rogers, 1995, p. 5). Rogers (2010) postulated

that the diffusion of innovations theory creates an attempt to explain why, how, and at

what rate new ideas and technology are used by various cultures. Thus, the diffusion of

innovations theory explains faculty barriers to distance online teaching by understanding

how the uniqueness of an innovation could influence faculty decisions to adopt new

teaching technologies and the rate at which technologies are adopted (Rogers, 1995;

Thompson-Johnson, 2013).

This theory is related to the current study, hence it is about the utilization of the

learning module and the challenges encountered by the teachers in using the learning

module with the learners with disabilities. In this theory, the barriers are the challenges

in using distance modular learning. This is related because the learning modules are made

and printed through technological gadgets and there are barriers on its preparations. In

addition, the understanding of the teachers on how to use the learning module is another

consideration, much more the understanding of the parents on the content and utilization

of this learning module.

Moreover, the study based on the theory of individualizing instruction through

learning modules. Individualizing instruction plays a big role in modular instruction

because it assumes own responsibility of the learner for their own learning with proper

activities and materials at their own level and pace of understanding (Kemp & Smelie,

cited in Lin, 2016). This principle is in consonance with Thorndike’s law of readiness and

law of effect where the law of readiness states that when a person is prepared to respond

or act, giving the response is satisfying and being prevented of doing so is annoying. One
7
technique to individualize instruction is to use modularized instruction, where individual

differences of students in their capacities to learn are taken into account. Individualized

instruction develops critical thinking.

As stated, the learning module is designed for the students to develop one’s self-

concept by recognizing the desirability of individual differences. The basis for this

approach is the fact that every student is unique with his own potentials, abilities,

interests, and needs. Thus, no two students can learn the same concepts at the same rate

in the same manner (Lin, 2016).

Moreover, the Philippine Education Quarterly (as cited in Lim 2017) reported that

modules can take the place of a teacher. These self-learning devices help pupils to learn

or acquire skills, knowledge and information in the absence of a teacher. These materials

provide sufficient reinforcement, enrichment and source materials. They allow also the

learner to work at a rate style and level situated to his capacity. Modules induce learning

with minimum teacher direction and supervision (Rillo, 2015).

A module is a self-contained, independent unit of instruction prepared for the

purpose of attaining specific instructional objectives. It is characteristically self-directing

since it includes instructions on how the various investigation will be pursued also

included is a listing of the materials and other resources that should accompany the text

of the module. Classroom instruction using modules is described as self-pacing where the

pupil progress through the learning tasks at his own rate (Salandanan, 2009 cited in Lim,

2017).

8
 Race (cited in Rilos, 2017) explained that self-instructional materials may come in

the form of modules, self-learning kits, workbook and the like, and are interaction-

centered rather than content-centered. These are written to entice the learner or get the

learner interested and involved. Self-instructional materials develop the self-esteem of

learners and give them a confidence boost. More importantly, the learners are given the

credit for the newly acquired knowledge. Most self-instructional materials are purpose-

built and are structured to meet the learners’ needs. Race further emphasized that the

main principle underlying the use of self-instructional materials is to make learning

reactive, interesting, successful and humane.

In this study, learning modules for the learners with different disabilities are

prepared based on their individual needs apparently, unlike the regular students in the

regular class, the learners with disabilities are not capable for independent learning, thus,

a contrast of the effect of the theory is presented here.

The last theory is anchored on the sociocultural theory and the concept of the

Zone of Proximal Development (ZPD) by Lev Vygotsky sociocultural theory and his

concept of the zone of proximal development (ZPD). The zone of proximal development

is the distance between what children can do by themselves and the next learning that

they can achieve with competent assistance. It is that area between what a learner can do

independently (mastery level) and what can be accomplished with the assistance of a

competent adult or peer (instructional level). Vygotsky believed that any child could be

taught any subject effectively using scaffolding techniques by applying the scaffolds at

the ZPD. Moreover, Olson & Pratt (2000) explain that in scaffolding instruction, a more

knowledgeable other provides scaffolds or supports to facilitate the learner’s

9
 development. The scaffolds facilitate a student’s ability to build on prior knowledge and

internalize new information. The activities provided in scaffolding instruction are just

beyond the level of what the learner can do alone.

In this study the learning module is expected to help the learners. Thus, content of

the learning modules are expected to be with the reach of the learners just like the

scaffolding materials and could gradually help to address the needs of the learners with

disability with the guidance of their teachers and parents. Thus, any barriers or challenges

in using this learning module is subject for investigation so that proper intervention may

be rightly made.

Below is the paradigm of the study.

Input Process Output

Profile of the Special Education
Teachers and Parents

Challenges Encountered by the
Special Education Teachers and
Parents
Coping Mechanisms employed to
counteract challenges
encountered
Administration of Self-Made
Questionnaire via Google Form or
Self-Administration Proposed Intervention
Tabulation of Retrieved Data Transition Program / Home
School Program for the Parents
Presentation
Analysis
Interpretation

Effectiveness of Coping
Mechanisms

Figure 1. Research Paradigm

10
 Figure 1 presents the capsule of the whole study. The inputs are the variables for

investigation which includes the profile the teacher respondents as to age, gender, civil

status, highest educational attainment, number of years in teaching in the Special

Education Program, and the type of disabilities handled and the profile of the parents in

terms of age, number of children in the family, highest educational background,

occupation, monthly income; and technological gadget available at home. It likewise

composed of the challenges of the respondents the teacher respondents with respect to

distribution and retrieval of learning modules, teaching of the content of the learning

modules and monitoring of the use of learning modules and the challenges of the parents

as to learning modality, learning modules (printed materials), receiving and returning of

learning modules; and the use of learning module as observed to their children. Other

variables for investigation are proving the significant relationship between the extent of

challenges encountered when respondents are grouped into profiles, the coping

mechanism employed and the effectiveness of coping mechanisms.

Meanwhile, the process involves the methods of collecting data. Data will be

gathered through administration of validated researcher-made questionnaire either

through Google Form or Self-Administration when possible. Results will yield to

proposal of the research interventions either transition program or home schooling

program for the parents.

Significance of the Study

The use of the Alternative Delivery Modalities (ADM) is new especially to the

classroom teachers who are teaching and delivery education in the face to face set up.

11
Thus, adapting themselves to deliver education in this platform is quite challenging. A lot

of adjustments are anticipated also. It is even more challenging on the parts of the

learners and their parents, particularly the learners who are not capable of independent

learning and to those parents who are working and those who had no good educational

background.

Consequently, knowing the challenges encountered by the Special Education

Teachers (SPET) and the parents of the learners with different disabilities catered in the

Special Education program through Distance Learning Modality using printed learning

module is deemed significant.

Specifically, it may give significance to the following groups of individuals:

Learners with Special Education Needs (LSEN). They are the primary

beneficiaries of this study. Results of this study may address their individual needs, since

their parents through their teachers may be trained on how to hand their specific needs

while still in the set-up of New Normal. The learners with different disabilities may

benefit in such a way that they may be taught individually and accordingly and will be

provided of appropriate instructional materials at home which are aligned to their

individual needs.

School Administrators. Results of this study may help them think and design of a

school-based program like Transition Program that may help address the challenges of

both the teachers and parents so that both would be equip with the skills and learning on

how to be of help to facilitate the needs of the learners with disabilities while undergoing

to the Inter-Agency Task Force protocols and while teaching and learning in the New

Normal due to COVID 19 pandemic. In addition, mentoring or coaching program may

12
also be design to teach volunteers in the community to assist both the Special Education

Teachers (SPET) and parents towards maximum utilization of the learning modules.

Special Education Teachers. They are also beneficiaries of the study. The

transition program may be a great challenge to them and may lead them to a bigger

adjustment in their teaching career. They may benefit from the study is such a way that

when transition program will be realized, they can better monitor and follow up the

learners with different disabilities. Also, they can better assist the parents on how to deal

with their children. This new experience of the Special Education Teachers may

contribute to upgrade of their competencies and skills in teaching learners with different

disabilities. This may also challenge them to pursue online short courses regarding

handling learners with disabilities using other platform like Distance Online Learning.

For the Parents. They may benefit from the study because they may learn a lot

from the transition program which is the proposed output of the study. Through the

program, they may be taught of the necessary skills on how to guide their children while

dealing with the pandemic COVID 19. Also, this experience may raise their awareness

about the condition of their children so they can better assist their needs.

Future Researches. For their use of the results of this investigation if they

conduct a study similar to the subject treated herein.

Scope and Delimitation of the Study

13
 The study will determine the challenges of using distance learning modality

through learning module in teaching learners with disability under Special Education

Program of the Schools Division of Calapan City.

It will involve the 12 Special Education teachers in the five schools in West

District Clusters I and II of the Schools Division of Calapan City namely: TC Montillano

Elementary School, Maria Estrella Elementary School, Masipit Elementary School, Sta.

Isabel Elementary School, and Adriatico Elementary School.

Furthermore, it will also include 43 parents of the 43 learners with different

disabilities such as intellectual disability, learning with disabilities which includes

dyslexia, dyscalculia, dysgraphia, apshia/dysphasia) who are officially enrolled in the

five schools that offer Special Education Program for SY 2020-2021.

The selection of the respondents will be based on complete enumeration sampling

technique. It is a non-probability sampling technique where all members of the whole

population are measured; by sampling, where only a proportion of members of the whole

population are measured, the Special Education Teachers and the parents of the learners

in the Special Education Program.

This research sets some limitations. First, the study will exclude the receiving

teachers, if there is any (these are the teachers who handled non graded learners in the

Special Education Program) hence the study is only limited to the teachers whose

plantilla position is Special Education Teachers. Second delimitation is the use of Google

Form as an alternative survey instrument for the respondents due to the standing order of

the Inter-Agency Task Force (IATF) regarding Physical or Social Distancing. Finally,

transcription will be used, the content of the research instrument will be transcribed in

14
Filipino language so that respondents, specifically the parents would understand better

what are being asked to them.

It will be conducted on the third quarter of SY 2020-2021 upon approval of the

necessary documents to process and undertake the research such as letter of intent, letter

of approval, from the Graduate School Research Council, letter of validation of the

research instrument, and letter of permission from the Schools Division of Calapan City

to conduct the research.

Research Hypothesis

This research will prove the following hypothesis as follows:

Alternative Hypothesis (Ha): There is a significant relationship in the extent of

challenges encountered when respondents are grouped into profile.

Null Hypothesis (Ho): There is no significant relationship in the extent of

challenges encountered when respondents are grouped into profile.

Definition of Terms

In view of a better understanding of the terms and variables in the study, there are

hereby either operationally or conceptually defined as follows:

Challenges. The problems and difficulties encountered by the teachers with

respect to the distribution and retrieval of learning modules, teaching of the content of the

learning modules, and monitoring of the use of learning modules. It likewise pertains to

the difficulties and problems encountered by the parents in using the learning modality,

15
learning modules (print materials), receiving and returning of learning modules, and the

use of learning modules based on their observations to their children.

Coping Mechanisms. These are measures employed by the teachers and parents

to counteract the challenges encountered.

Distance Learning Modality. This is one of the Alternative Delivery Modalities

(ADMs) of the Department of Education. In this study, it pertains to the Distance

Learning Module (printed materials) which is used to deliver learning among pupils and

students, including the learners with different disabilities in the New Normal for SY

2020-2021.

Distribution and Retrieval of Learning Module. This one of the perceived

source of challenges encountered by teacher-respondents of the study. The distribution

and retrieval of the learning module is based on the schedule of the schools given to the

parents and learners in Class-Home Program.

Effectiveness of Coping Mechanisms. The effectiveness is measured as to

whether the coping mechanisms can eliminate the challenges or not using the following

scales: 5- Highly Effective, 4- More than Effective, 3-Moderately Effective, 2- Slightly

Effective, and 1-Not Effective.

Extent of Challenges Encountered. In this study, the extent of challenges

encountered will be measured using the following scale: 5- To a very high extent, 4- to

high extent, 3- to a moderate extent, 2- to a less extent, and 1 to the least extent. The

extent of challenges aims to measure the seriousness of the effects of the challenges to

the respondents.

16
 Learners with Disabilities. They are the 43 learners with different disabilities

such as intellectual disability, learning with disabilities which includes dyslexia,

dyscalculia, dysgraphia, apshia/dysphasia) who are officially enrolled in the five schools

that offer Special Education Program for SY 2020-2021.

Learning Modality. This refers to the use of distance learning modality as one of

the Alternative Delivery Modalities (ADMs) used by the schools to deliver instructions.

In this study, it is one of the sources of the challenges of the parents, in which it is

perceived that they had difficulty adapting to this modality.

Learning Modules (Printed Materials). These are also called Self-Learning

Materials (SLMs) issued and provided to the learners by each school. These printed

materials are made and printed based on the Most Essential Learning Competencies in

the prescribed curriculum in the Special Education Program. In this study, these are

perceived to be the sources of challenges of the parents due to the difficulties encountered

in understanding and teaching the content of the learning modules to their respective

children at home.

Monitoring of the use of learning modules. A source of challenges of the

teachers in which teachers had difficulty in monitoring the utilization of modules at

home. This also includes answering of the activities, assessment, and the like in the

learning modules which are monitored by the teachers based on the Division

Memorandum and Order to conduct On-Site Monitoring.

Parents. They are 43 parents of the learners with different disabilities who serve

as respondents of the study.

17
 Profile of the Respondents. This refers to the demographic profile of the Special

Education Teachers and the parents respondents. The profile of the teachers include age,

gender, civil status, highest educational attainment, number of years in teaching in the

Special Education Program, and the type of disabilities handled. Meanwhile, the

demographic profile of the parents includes the age, number of children in the family,

highest educational background, occupation, monthly income; and technological gadget

available at home.

Receiving and Returning of Learning Modules. Another source of challenges

of the parents in which they encountered difficulties and conflicts which are related to

conflict of schedule of the parents and the date of delivery, delay of returning the learning

modules on scheduled time of the school, and the like.

Schools Division of Calapan City. This is one the schools divisions in

MIMAROPA. It is composed of (number of districts), (number of elementary schools),

and (number of secondary schools).

Special Education Program. A program implemented by the Department of

Education to provide services for children with specific exceptionalities and disabilities.

In this study, there are five (5) elementary schools in the West District Clusters I and II

of the Schools Division of Calapan City that offers Special Education Program.

Special Education Teachers. They are the respondents of the study and the

regular/permanent teachers whose plantilla item is Special Education Teachers (SPET).

They specialized and trained to teach in the Special Education Program. They were

promoted as SPET in compliance with the policy and guidelines on the implementation

of the Special Education Program based on DepEd Order (DO) 117, s. 1987.

18
 Teaching of the Content of the Learning Module. This is another perceived

source of challenges encountered by the teacher-respondents. The content of the learning

modules includes the step by step procedure and strategies in teaching the contents. It

likewise includes suggested instructional materials for teachers use or for their

modification which depends on the availability of the materials in school to be provided

to the learners or the availability of indigenous or improvised materials at home which

the learners can make use as guided by the parents.

Use of the Learning Module as Observed by the Learners with Disability. As

source of challenges, it deals with the observed difficulties of the parents in having their

children answer and respond to the learning modules issued and prepared by the Special

Education Teachers for their children. The utilization of the learning modules includes

the content and the strategies embedded on this.

19
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of foreign and local literature and studies which

were taken from the books, published materials such as scholarly journals and articles,

and unpublished materials such as master thesis and dissertations which have bearing on

the present study.

Related Literature

The review literature deals with the overview of Special Education Program, the

prescribed curriculum as well as the instructions for teaching children or learners with

disabilities or special education needs and the use of learning modules.

Special Education Program

Special Education is an essential education program in response for the major

thrust of the Department of Education which is the Education for All (EFA) 2015.

20
Thus, special education program is an answer for the needs of exceptional children and

the rights of individual with disabilities. As defined by Heward (as cited by Taub,

2006) it is a response brought about by parental advocacy, litigation, legislation, and

increasingly self-advocacy by disabled persons themselves. At another level, he also

stated that special education is a profession with its own history, cultural practices,

tools and research based focus on the learning needs of exceptional children and adults.

In addition, special education is also characterized by the use of research-based

teaching methods, the application which is guided by direct and frequent measures of

student performance (Bushell & Baer, 1994; Greenwood & Maheady, 1997).

Special education in the Philippines is anchored on fundamental legal

documents that present a chronology of events on the growth and development of the

programs. The first legal basis of the care and protection of children with disabilities

was enacted in 1935. Articles 356 and 259 Commonwealth Act No. 3203 asserted

―the right of every child to live in an atmosphere conducive to his physical, moral, and

intellectual development‖ and the concomitant duty of the government ―to promote

the full growth of the facilities of every child.

Other legal bases include Republic Act No. 3262 ―An Act To Promote the

Education of the Blind in the Philippines, Republic Act No. 5225 ―An Act

Establishing a Ten-Year Teacher Training Program for Teachers of Special and

Exceptional Children was signed into law in 1968. The law provided for the formal

training of teachers for deaf, hard-of- hearing, speech handicapped, social and

emotionally disturbed, mentally retarded and mentally gifted children and youth at the

Philippine Normal University and the University of the Philippines.

21
 Still another important legal basis is the Education Act of 1982 or Batas

Pambansa Bilang 232 that states the right of every individual to relevant quality

education regardless of sex, age, breed, socioeconomic status, physical, and mental

condition, social and ethnic origin, political and other affiliations. Section 24 of

Special Education Service of the same law affirms that the State further recognizes its

responsibility to provide, within the context of the formal education system services to

meet special needs of certain clientele. These specific types shall be guided by the

basic policies of state of embodied on General Provisions of this Act which include

Special Education, the education of persons who are physically, mentally, emotionally,

socially, culturally different from the so-called ‗normal‘ individuals that they require

modification of school practices and services to develop to their maximum capacity

(Inciong et al, 2007).

In support to this, the Department of Education ordered the institutionalization

of Special Programs in all schools in the Philippines under DepEd Order No. 26, 2.

1997. It aims to provide access to basic education among children with special needs

which include the gifted/talented, the mentally retarded, the visually impaired, the

hearing impaired, the orthopedically handicapped, the learning disabled, the speech

defectives, the children with behavior problems, the autistic children and those with

health problems through the formal system and other alternative delivery services in

education.

Furthermore, the order calls for all division under the DepEd to organize at least

one SPED Center which will cater to children with special needs. Programs organized

here shall adopt the inclusive education concept or the different types of SPED

22
programs suited to the needs of the learners. The SPED center shall function as a

resource center to support children with special needs integrated in regular schools, to

assist in, the conduct of in-service trainings, to produce appropriate teaching materials;

and to conduct continuous assessment of children with special needs.

Likewise, all district levels are mandated to organize SPED programs in schools

where there are identified children with special needs. On the other hand, SPED center

shall assist the teachers in the assessment of children with special needs and in the

orientation of the regular teachers who teach these special children. The DepEd order

also mandates local trainings at the regional, division, and district levels which shall be

conducted by school administrators and teachers who have had trainings in SPED to tap

their expertise and to ensure that the education of children with special needs is an

integral part of the educational system, annual allocation for extension position was

provided for teachers.

Special education in the Philippines has so far provided for the needs of many

handicapped children. However, the number served is less than 2% of the estimated

exceptional population in need of special services. A recent nationwide survey

identified 98, 200 exceptional children in various categories, out of the total school

population of 850,000. Of this number, some children do not receive SPED service

while others are provided less than marginal programs.

Based on the synthesis of 13 regional reports, it appears that special education

has become a significant component of general education in the country today. The

extent of special services nonetheless is still considered far from adequate. Among the

23
priorities still needing strengthening are: staff development, instructional materials

development and administrative support including other forms of support mechanisms.

Enrollment figures show that there are more programs for the intellectual

deviates- the mentally retarded than or the other areas of exceptionality. Identified as

the most feasible SPED programs in the regions are: first, self-contained classes in

special education centers for the gifted, the mentally retarded, the deaf, the physically

handicapped, and children with behavior problems; second, integration and itinerant

teaching for the blind; third, resource room services in regular schools. In the National

Capital Region, there is a concentration of special schools both public and private, and

a greater variety of service delivery systems; not to mention more recent programs on

mainstreaming, including reverse mainstreaming.

Since its inception in 1907, special education has grown to include special

services for 8 major classifications of individuals with exceptional needs which are

physically handicapped, mentally retarded, mentally gifted, visually impaired, hearing

impaired, speech defective, children with behavior problems, and children with special

health problems. Each of these programs has numerous subcategories developed at

different times for essentially different reasons, in response to the needs and demands

of various groups of people. In addition to the regional programs are types of public

and private special schools. The purpose of the public school is to provide education for

the blind, the deaf, the orthopedically handicapped, the retarded, the children and youth

with behavioral disabilities including the recovered mental patient and the drug

dependents.

24
 Today, in the Philippines, DepEd serves 11 types of children with special needs

in public school. There are 963 school teachers who have trainings in SPED under the

Teacher- Training Program in Special Education of the Department of Education. Of

these, 552 or 69.7% are actively involved in the SPED program. At an average of 15

exceptional children per class, this number of teachers is hardly sufficient to respond to

the needs of the identified exceptional children. To meet the short fall in the supply of

teachers, a mobile training program for teachers was conceived. The

national/workshop for trainers of teachers was implemented as the initial phase of this

particular program.

The Department of Education has realized different ways which are effective in

teaching individuals or so called ―able children. On the contrary, DepEd came across

realizing that there are children who need special attention also deserve to learn and

attend formal education. These are children with special needs like those blind or

visually impaired, deaf or with hearing and communication disorders, orthopedic, and

other health impairments.

Prior to this, a small number of children with disabilities though not properly

assessed were actually studying with their peers in a regular classroom. With the

advent of special education, children were thus identified, assessed, and referred to a

special class.

It was in the 60‘s when mainstreaming gained acceptance. As stated by Inciong

(2001), the Department of Education, Culture and Sports has actually operationalized

both partial and full mainstreaming three decades ago. While on a very limited basis,

25
the deaf and the blind children were actually enrolled in the secondary schools in an

integrated set-up.

The need in social involvement for differently able person should be

given an attention and so Section 1 of Article V states that the curriculum for special

education program shall be based on the curriculum prescribed for the regular

school by the Department of Education, Culture and Sports. The schemes may be

adopted for special education program depending on the reasons of the special learners.

Deaf pupils may be in some cases are those who are mentally normal and even

have excellent mental capacity where only hearing is affected that resulted also of

being mute. But in other cases, there are those who have multiple disabilities where

made from being deaf and mute physical difference like lameness, cerebral palsy, down

syndrome with mental disorders affect their behavior and attitude that give difficulties

for teachers and pupils in the process of learning, but this conditions should not be a

hindrance for these pupils to come to school and learners.

Furthermore, Section 5, Article 1 of Policies and Guidelines for Special

Education (1987) specify that the ultimate goal of Special Education shall be the

integration or mainstreaming of learners with special needs into the regular school

system and eventually into the community.

The government even though they are aware of these disabilities and know how

hard teachers can cope with the situation has begun establishing programs and

curriculum in public schools for the normalization of these children. They have started

implementing the existence of special classes without much expense but almost with

the same benefits they could give unlike in the private schools with high tuition fees

26
that could bring another problem for parents who have low family income.

Mainstreaming of pupils with disability but can independently relate to class or normal

children where in some subjects teach manipulation of materials, learning through loco-

motor development, experiments, counting numbers is being utilized as early as in

elementary grades.

In addition, Inciong (2003) stated that the Salamanca in Statement of Principle,

Policy and Practice in Special Needs Education emphasizes that the fundamental

principle of inclusion school is that all children should learn together, whether possible,

regardless of any difficulties or differences they may have. Inclusion is also

implemented where differently able children can be enrolled to a normal class in

exception with the deal who are advised to have a shadow teacher or teacher interpreter

to sign language purpose in high school.

Special Education Program at the National Level.

The formerly Department of Education, Culture and Sports, now DepEd is

vested with the responsibility for the administration and management of special

education programs and services in the country. The Division of Special Education

under the Bureau of Elementary Education takes national responsibility for providing

leadership and guidance over school programs. Eventually, the Division shall limit its

functions over special education to the elementary level, as soon as special education

divisions are established in the Bureau of Secondary Education and the Bureau of

Higher Education, to provide administrative, supervisory, and consultative services at

these levels in the regional offices all over the country.

27
 The Division of Special Education has four main functions: firstly, it provides

the board framework and minimum standards for use in establishing and maintaining

field programs in special education; secondly, it extends assistance to field programs in

planning, establishing, maintaining and supervising such programs; thirdly, it manages

the Philippine Printing House for the Blind, the repository of Braille textbooks and

special education materials for visually impaired learners; and lastly, it maintains

a balanced education program that promotes a total understanding of the problems

involved in the education of these children and avoids unnecessary duplication of

services.

Furthermore, the Division of Special Education operationalizes the

aforementioned functions through the following procedures: (1) Development of

policies in establishing and maintaining programs for children with special needs; (2)

Establishment of inter-linkages with public and private agencies for support services;

(3) Establishment of intra-linkage with other divisions and bureaus in the Department

of Education, Culture and Sports for the adequate development of special education

services at all levels; (4) Preparation of bulletins, guides, and memoranda; (5)

Coordination with the Office of the Secretary of Education and the Director of the

Bureau of Elementary Education.

Programs at regional level are the responsibility of the regional and division

offices of the Department of Education. The Division of Special Education provides the

incentive for regions to initiate and develop special education programs through

assistance in the following activities: first is the screening, assessment, and

identification of exceptional children for appropriate special education placement;

28
second is the selection and training of teachers, curriculum development, procurement

of special equipment and instructional materials; third is the interpretation of policies

and regulations; fourth is the conduct of workshops, seminars, and conferences for

professional growth; and fifth is the utilization of services available from other local

and national agencies.

It will be noted that the primary role of the Department of Education, Culture

and Sports is one of the leadership. However, such leadership needs the co-operation

and support of the regional school administrators, teachers, parents, and community

personnel to build and maintain strong special education programs in the country.

The regional and division offices, through the directors and superintendents,

hold the responsibility for the initiation and implementation of special education

programs. The total school system is responsible for the education of children with

special needs and overall effectiveness depends largely upon the leadership and

cooperation of the administrative and teaching staff at regional and division level

composed of the school superintendents, principals, supervisors/coordinators, regular

and special education teachers.

The school superintendent as the chief administrative officer of the entire

division is entrusted with the leadership role of making special education a part of the

total educational structure. He recommends official policies to the local school board

so as to ensure adequate special education services and interprets to division personnel

special education philosophy, and procedures in program implementation and

supervision. The superintendent is the logical contact for ancillary agencies and

29
the Division of Special Education of the Department of Education, Culture and

Sports.

The school principal has direct supervision over school-based programs and

services for children with special needs. He creates an atmosphere of special

education within the school system mainly through mainstreaming or partial integration

of exceptional children in regular classes for those who cannot benefit from the former

type of placement. He provides the physical facilities for the program and assists the

special education teacher in the procurement of special equipment and supplies. He

assists the special education teacher in the dissemination of information to other

teachers, students, guidance counselors, medical/dental personnel, parents, and other

community groups. The principal is the key person in the education of exceptional

children side by side with their normal peers.

The school supervisor/co-coordinator is assigned to direct and supervise special

education programs either of the resource room/self –contained or itinerant type. He

assists the teacher in arranging a workable district-wide schedule in consultation with

the school principals and in the procurement of special facilities, equipment, book, and

other needs of the exceptional learners.

The regular school teacher and the itinerant or re+2source special education

teacher coordinate their roles since they both function in areas of concern to the

exceptional learner. They share the responsibilities for program planning and for

meeting the needs of the child both in the regular class and in the resource room. Since

the exceptional child is enrolled in the regular class, the classroom teacher assumes

30
 responsibility for the over-all educational program of the child. He adapts his teaching

styles and procedures to enable the exceptional child to maximize participation.

The special education teacher in the self-contained classes in the regular school

works under the direct supervision of the school principal and the special education

supervisor or the coordinator. Special schools are administered by a principal and

are under the supervision of the special education unit of each regional office.

Curriculum in the Special Education Program

There are different curriculum in teaching learners with disabilities. These vary or

depend on the specific disabilities of the learners.

Curriculum ―Plus Skills include sensory training, orientation and mobility,

abacus, braille reading and writing, recorded book, handwriting, typing, and activities of

daily living. According to Hatlen (2016) it is best used in teaching children with visual

impairment in addition to learning to use braille. It helps Special Education teachers to

aid to the functional vision skills and low vision of the children. This is also regarded as

expanded core curriculum for students with visual impairment who also need orientation

and mobility, listening skills, and functional life skills.

A functional educational curriculum teaches students skills that will help

them become independent, especially the low vision ones. Ideally, skills taught to

students should be relevant to the student's actual life and natural routines. However,

children should still be taught content knowledge while learning more practical life skills

such as how to make a bed, how to fix bed and the like. When taught content, the content

should ideally be relevant to the student's life (Ardiente, 2016).

31
 Modified curriculum is not limited to instructional modification or content

modification but includes a continuum of a wide range of modified educational

components. Comfort (2010) defines curriculum modification as ―the adapting or

interpreting of a school‘s formal curriculum by teachers into learning objectives and units

of learning activities judged most reasonable for an individual learner or particular group

of learners. Curriculum modification involves change to a range of educational

components in a curriculum, such as content knowledge, the method of instruction, and

student‘s learning outcomes, through the alteration of materials and programs (King-

Sears, 2011).

Examples of the modifications of content, such as teaching learning strategies,

simplifying concepts or reading levels, teaching different sets of knowledge and skills

needed by students, and setting up specific objectives and examples of modifications to

instructional methods, including reducing distractions, altering the pace of lessons,

presenting smaller amounts of work, clarifying directions, and changing input and

response modes. All of these teaching events are best used for teaching children with

disabilities (Reisburg, 2010).

Furthermore, modifications or learning environment for the different group of

children identified under Section 1.1.2. Article V Policies and Guidelines for Special

Education are the following: first, the curriculum for children with mental retardation

emphasizes functional academics, vocational trainings, community living and self-help

skills, exposure to general education curriculum and considerations and concepts of

individualizations and appropriateness; second, curriculum for children with learning

disabilities shall consider an environment that is most enabling and meet the unique

32
academic, social and behavioral needs of the children belong to especially heterogeneous

population; third, for children with emotional and behavioral disorders curriculum shall

include physical environment, intervention, academic and instructional environment, and

behavioral and cognitive- behavioral intervention.

Curriculum for children with hearing impairment shall emphasize language

development and utilization of residual hearing. It should use different various methods

that include oral, audition verbal, sign language, augmentative, and total communication

including intense visual language reinforcement for the instruction of grammar and

syntax. The natural sign language shall be considered in the foundation for language

instruction.

The curriculum for children for children with visual impairment shall be

addressed the following concern for the total educational program : basic cognitive and

academic skills, sensory perception skills , orientation and mobility skills, social and

emotional skills, daily living skills, communication skills, vocational skills, self-help

and advocacy skills, recreation and leisure time skills and transition.

Curriculum issues for children with Autism shall include early intervention,

special adaptation in teaching to address communication deficits and behavioral

problems, therapy to address motor and sensory integration difficulties, functional

independent living skills and transition planning.

For children with physical or health disabilities the curriculum shall include

modifications and adaptations including assistive technology specialized

instructional strategies and specialized expanded curriculum areas.

33
 Special Education Curriculum is designed for students who have behavioral,

communicational, intellectual, and physical or multiple exceptionalities. Special

education programs and services primarily consist of instruction and assessment that are

different from those provided to the general student population. These may

take the form of accommodations (such as specific teaching strategies, preferential

seating, and assistive technology) and/or an educational program that is modified from

the age-appropriate grade level expectations in a particular course or subject.

Approaches and Strategies in Teaching Learns with Special Needs

Varied approaches are suggested to be used in teaching children with special

needs these include applied behavior analysis, behavior modification approach,

diagnostic prescriptive teaching approach, direct instruction, individualized

education plan individualized instruction, intervention approaches, Montessori

approach, multisensory approach, oral/aural approach, pull out method and task analysis.

Behavior analysis is a scientifically validated approach to understanding behavior

and how it is affected by the environment. It refers to actions and skills. On the other

hand, environment includes any influence such as physical or social that might change or

be changed by one's behavior. On a practical level, the principles and methods of

behavior analysis have helped many different kinds of learners acquire many different

skills from healthier lifestyles to the mastery of a new language.

Behavior analysis focuses on the principles that explain how learning takes place.

Positive reinforcement is one such principle. When a behavior is followed by some sort

of reward, the behavior is more likely to be repeated. Through decades of research, the

field of behavior analysis has developed many techniques for increasing useful behaviors

34
and reducing those that may cause harm or interfere with learning one of which is applied

behavior analysis (ABA) its technique and principles bring about meaningful and

positive change in behavior of the special child, especially the autistic children who are

hyperactive and developmental disorder (Johnson, 2006).

Behavior modification is a type of treatment which focuses on altering

maladaptive behavior, to teach children with emotional behavior problems more adaptive

behavior and to break bad habits (Huitt & Hummel, 2009). There are a number of

applications for behavior modification, and there are also a range of approaches to this

type of treatment. In behavior modification sessions, children with special needs are

essentially trained out of maladaptive behavior. It can take numerous sessions, and the

approach is usually tailored to the client. Behavior modification techniques address

activities to develop a new behavior, strengthen a behavior, maintain an established

behavior, stop inappropriate behavior, and modify emotional behavior (Krumboltz &

Krumboltz, 2012).

Direct Instruction allows the children to reach mastery as soon as they are able

to. In Direct Instruction, classroom skills are taught in a sequence until the students have

reached automaticity, and they are able to apply their knowledge in new situations. This

is especially good for students with special needs because with guided instruction

by the teacher, the students can take the time they need to understand the lesson to the

point of mastery of the knowledge, and they not only know how to perform the tasks,

but they can apply them in a variety of situations because the conceptual knowledge is

fully understood (Swanson, 2000).

35
 The IEP is the hallmark of special education. It contains the current skills of the

student, goals for the year and specific instructional objectives for the year. The IEP is

ideally prepared with input from a multidisciplinary team composed of the SPED

teacher, the guidance counselor, the regular teacher, the parents, the student (for older

children) and other specialists providing services for the child. The task of preparing

IEPs for each SPED student was done by the SPED teachers. Sixty percent of school

heads considered the attainment of the IEO goals and objectives an appropriate gauge of

the success of their SPED program. Thus special education is considered effective

when a student attained the goals and objectives as specified in the IEP.

Conceptually, the IEP as the measure of effectiveness of special education is

considered sound. As stated by McLaughlin (1993) effective special education would be

what produces results for the student, as measured by whether or not the student has

achieved or made progress toward his or her own individualized goals and objectives as

well as broader system goals or outcomes.

To accommodate each student, special education teachers develop an

―Individualized Education Program (IEP). An IEP sets personalized education goals and

may include a plan for how the student will transition to the next educational level.

Teachers’ review each student’s IEP with parents, school administrators and other

teachers. They must also communicate frequently with parents to provide progress

updates and make suggestions on how learning can be promoted outside the classroom.

The passage of the updated version of the Individuals with Disabilities Education Act

(IDEA 2004)12 made parents of kids with special needs even more crucial members of

their child's education team.

36
 Parents can work with educators to develop a plan — the individualized education

program (IEP) — to help kids succeed in school. The IEP describes the goals the team sets

for a child during the school year, as well as any special support needed to help achieve

them. A child who has difficulty learning and functioning and has been identified as a

special needs student is the perfect candidate for an IEP.

One-to-one instruction occurs when one adult works with one child. It is one of

the most effective types of teaching, and the research shows that it leads to substantial

improvement in student achievement (Slavin et al., 1991). It works because the teaching is

highly individualized and the child received intensive instruction over a period of time by

a skilled teacher who can tailor the instruction to the specific child‘s needs. Sometimes

students with learning disabilities need one-to-one instruction, and they tend to do well

with this individualized instruction (Slavin, Karweit & Wasik, 1992).

In the real world, the cost of schools providing a teacher for each child is

impractical and so parents must often turn to private specialists or clinics to receive this

highly individualized form of instruction. Therefore, it is important for schools to seek

ways to get as close as possible to one-to-one instruction.

Several methods of doing this are using computer- assisted instruction and using

other adults as tutors in the classroom (such as volunteers, senior or classroom aids

(Slavin et al., 1991).

Intervention Approaches are especially designed for children with

learning disabilities which include: medical, psychological and dietary interventions;

indirect intervention such as perceptual-motor-training is treatment that trains students in

non- academic areas with the expectation that the intervention will probably have an

37
impact on academic performance; psycholinguistic training and direct instruction (Adult-

modeling); behavioral modification and attention training; positive reinforcement such as

candies or tokens may be used; multisensory Fernad’s Visual, Kinesthetic, Tactile

(VAKT) Technique Methods in which the child tells a story, the teacher writes the story,

the student sees the words (visual), the student listens to the words (auditory) and the child

traces the word (kinesthetic and tactile).

Other approaches include: direct teaching of reading or spelling deficits,

environmental modifications (adaptive learning environment mode), cognitive

approaches which emphasize teaching the students how to analyze the demands of tasks

and how to use different problem-solving routines.

No one approach stands out in terms of effectiveness. However, all the

interventions which demonstrated some degree of effectiveness were structured, goal-

oriented, practice loaded, strategy laden, independence- oriented, detailed and

comprehensive.

Multi-Sensory Approach is another approach to teaching children with learning

disabilities. Although teachers are more likely to work directly on academic skills, this

approach is still based primarily on an information-process model. As its name

suggests, the multisensory approach employs as many of the child‘s senses as possible

in an effort to help him or her learn.

Multi-Sensory approaches teach reading and writing (including spelling) through

using Auditory (hearing), Visual (sight) and Kinesthetic (movement/touch) pathways.

This gives multiple pathways for the information to reach the brain. It is diagnostic as it

involves constant testing and reflection on the knowledge of the student. It is systematic

38
and seeks to unite the components of written language. Thus, it treats sound-symbol

knowledge, oral language (grammar and pronunciation), written language conventions

and handwriting in an organized and integrated.

Teaching and learning in this way is an exciting journey of discovery. It is a fast

paced and creative process where learning is fun since each small step is mastered and

the learner is aware of what they have gained. Everyone now can call themself a

success. Confidence is built through growing mastery of written language. The students

can see themselves as successful learners and this helps each individual learner gains

independence and a great ―can do. A child who attends a program with an oral

emphasis typically uses several means to develop residual hearing and the ability to

speak as intelligibly as possible (Stone, 2016).

One of the most effective methodologies being adopted in the field today in

catering to the needs of special children is the pull-out method. Identified clients for

reading class advisers and who will be assessed by teachers trained in the assessment of

child with special needs. It is recommended that clients from the primary levels will

be grouped as one and those from the intermediate levels in another group. This is in

consideration of the age gap between the two groups.

Task analysis is a useful procedure for teaching students with learning

disabilities. The purpose of task analysis is to plan the sequential steps for learning a

specified skill. Task analysis is to plan the sequential steps for learning a specified

skill. Tasks analysis breaks down the complexity of an activity into easier steps: these

steps are organized as a sequence and students are taught each step of the sequence.

The goal is to move the student to the desired level of skill achievement. The skill of

39
 buttoning, for example, entails a sequence of component sub skills: grasping the button,

aligning the button with the buttonhole, and so forth. The teacher must consider the

following: the important, specific educational tasks that the students must learn; the

sequential steps in learning this tasks; specific behavior does the students need to

perform the task.

The following are examples of the task analysis of instruction sequences to reach a

curriculum goal: first, task analysis of long division includes the steps (subskills) of

estimating, dividing, multiplying, subtracting, checking, bringing down the next digit, and

then repeating the process. Each step must be planned for, taught, and assessed; second,

task analysis of writing a report by using the school library includes the skills of knowing

alphabetical order, using the card catalogue (or a computer terminal) finding books on a

subject, using a book index to find information on a topic, getting a main idea from

reading, and knowing language usage skills (Slavin et al., 1991); and task analysis of

recognizing a word might include the skills of recognizing initial consonants, recognizing

short vowels and skills of blending.

Johnson (2016) cited additional ways to analyzing the task, it is useful the learner in

terms of the task: the abilities of the students to understand and perform the task, the task

required ability, the verbal or nonverbal task ability, the social or non-social judgment

requirement of the task, and the skills and levels of involvement needed.

Evidence shows that instructional materials have large effects on student

learning. According to Hans (2012) teachers at all levels utilize a variety of instructional

materials such as textbooks, presentations and handouts to enhance the quality of their

40
lessons. The quality of those materials directly impacts the quality of teaching. Knowing

how to find the best instructional materials is a valuable skill for a teacher to have.

Special children have special instructional materials. Instructional materials

designed for their specific exceptionality were used by teachers trained to teach in special

education program.

The Alternative Delivery Modalities

According to DepEd Secretary Leonor Magtolis Briones, the Alternative Delivery

Modalities had been using by the DepEd teachers over the years. That means, these are

no longer new to the teachers. Yet, most of these, are commonly used by the mobile

teachers of Alternative Learning Systems (ALS) of the Department of Education. Llego

(2020) in his article, discussed the four (4) learning modalities of the Department of

Education.

First modality is the Face to Face Learning Modalities (F2F) is used in the

traditional classroom setting. In this modality, the teachers and the students interact with

each other. This is the usual classroom scenario prior to the outbreak of the pandemic

COVID 19 that hit many countries across the globe. In this modality both the teachers

and students are physically present in the classroom. Apparently, this learning modality is

for now suspended and is now replaced by other possible modalities.

Second modality is the distance learning. This refers to a learning delivery

modality where learning takes place between the teacher and the learners who are

geographically remote from each other during instruction. This modality has three types:

Modular Distance Learning (MDL), Online Distance Learning (ODL), and TV/Radio-

41
Based Instruction. The Modular Distance Learning (MDL) and TV/Radio-Based

Instructions are the mode of delivery used by the Mobile Teachers in the Alternative

Learning System.

In the Modular Distance Learning (MDL) the instruction is individualized. It

allows the learners to use self-learning modules (SLMs) in print or digital

format/electronic copy whichever is applicable and possible in the context of learners.

Meanwhile, other learning resources are also possible like Learner’s Materials (LM),

textbooks, activity sheets, and others which may serve as learning study guide. In this

modality, it is the subject teachers’ responsibility to monitor the progress of the learners.

Thus, learners may also seek assistance from the subject teachers through online

communication via e-mail, telephone, text message, or chat message.

In addition, when possible, the teachers may do home visitations to learners

particularly those who are needing remediation or assistance. Meanwhile, it is suggested

that any member of the family or anyone from the community may serve as para-teacher

or called Knowledge Source to help and assist the learner in the absence of the teacher

due to valid reason such as geographical location and worsening situation.

On the other hand, in Online Distance Learning, the teacher acts as facilitator of

learning, thus, engaging learners’ active participation through the use technology with

stable and strong internet connectivity.

In this modality, the internet is used to facilitate learner-teacher and peer-to-peer

communication. Online learning allows live synchronous instruction. It requires

participants to have good and stable internet connection. It is more interactive than the
42
other types of distance learning. The responses are real time. The learners may download

materials from the internet, complete and submit assignments online, attend webinars and

virtual classes. This is practiced effectively by using a Learning Management System or

related technologies. The DepEd Commons and LR Portal fall in this category.

Apparently, this is not possible to all kinds of learners due to geographical location (dead

spot for some location) and unavailability of technological facilities at home for this

modality. Meanwhile, the TV/Radio-Based Instruction utilizes SLMs converted to video

lessons for Television-Based Instruction and SLMs converted to radio script for Radio-

Based Instruction.

Distance learning modality is most viable for independent learners, and learners

supported by periodic supervision of parents or guardians. The challenge will be in

dealing with learners not capable of independent learning. This is the subject of further

discussion within DepEd, and with partners and parents. Third modality is the Blended

Learning. This refers to a learning delivery that combines face-to-face with any or a mix

of online distance learning, modular distance learning, and TV/Radio-based Instruction.

Blended learning will enable the schools to limit face-to-face learning, ensure social

distancing, and decrease the volume of people outside the home at any given time. Since

even limited face to face modality is suspended, the blended learning is not possible until

further announced has been made by the Department of Education.

Fourth and the last modality is the homeschooling. This is an Alternative Delivery

Mode (ADM) that aims to provide learners with access to quality basic education through

a home-based environment to be facilitated by qualified parents, guardians or tutors who

have undergone relevant training. It allows families to educate according to their personal
43
faith, philosophy, and values, and to adjust learning schedules around family schedules

and circumstances. However, there remain several issues in its implementation, including

the supervision of licensed teachers and alignments with the curriculum. Thus, this

modality will be the subject of a later DepEd issuance before its expansion.

The Modular Teaching

According to Morrila (2017), modular teaching is one of the teaching process of

the mobile teachers in the Philippines, known as the ALS. Modules on different learning

strands make it flexible on ALS Implementers to deliver the topic efficiently and

effectively. Using modules is the most appropriate teaching techniques in ALS Programs

to help the learner grow and develop at his/her own pace. Modular teaching is linked to

the idea of a flexible method of instruction. All of the objectives in ALS curriculum is

clearly defined. It also provides the learners to review and check one’s progress.

Different teaching approach have different advantages depending on the situation, but

using modular approach in Alternative Learning System is highly suggested. The

advantages of using modular approach of instruction includes the establishment a system

of assessment other than marks or grade. Learners study the modules in their own

working environment. Learners can study without disturbing their normal activities and

responsibilities. Modules can be administered to individual use, for small group or large

group. It enables the learner to have control over his/her learning. Learning on these

advantages can be beneficial to ALS Facilitators. Using proper teaching approaches on

specific situation can improve the learning and knowledge of the learners. Morrila further

pointed out that modular instructions catered to the individual learning differences so that

learners are prompted to actively participate in determining what they need to learn. The
44
amount and the pace of their learning must match with their ability, motivation and

interest, not in comparison with other learners. He believed that individualized instruction

is one of the multi-media approaches providing the development of coherent instructional

programs that prepare learners for complete control of their education

Furthermore, Lardizabal (2004) said that a module is a package of learning

activities that learners have to accomplish. It can be used as part of a course, as a

complete course, or as a curriculum design. A module can be a short-segment program

interwoven between other forms of instruction to cover limited, specific units rather than

an entire course. She classified the use of modules, together with programmed

instruction, self-learning kits and correspondence courses, and mastery learning

technique, under the self-pacing method of instruction. She further note that modules as

an instructional materials have concretized pretty well the principle of individual

difference, allowing each student to proceed at his own pace. Moreover, intellectually

superior students are separated to finish more modules while less bright ones are only

capable of taking up fewer modules.

She also mention the following advantages of module. It allow them to work at

their own pace, to assume responsibility for learning, to find that textbooks are not the

only source of learning, to know exactly what they have to learn, they are encouraged to

master the module, competition for grades is reduced. On the part of the teachers, it is

said that with the use of modules, they have time to pay attention to individual learning

problems. They can identify problems earlier. They are free to serve as resource persons

to answer and help those who need help. She further point out the different part of a

module. It must have statement of purpose, desirable prerequisite skills, instructional

45
objectives, implementers of the modules, the modular program, related experience,

evaluative pretest, and assessment of module.

The discussions of Morilla and Lardizabal are connected to the present study

since, the first talked about the reasons for other countries to utilize modules in their

Alternative Learning System and the later presents learning scenario in which learning

module is used due to the suspension of face to face classes.

The Use of Modules

The trend of using modules as a teaching-learning approach is becoming very

popular in recent times (Malik, 2012). Modular teaching is a new teaching strategy in

classroom settings. It is a self-learning package dealing with one specific subject matter/

unit. It can be used in any setting convenient to the learner and may be completed at the

learner’s own pace (Ali, 2010). Guido (2014) emphasized that the use of modules as a

self- instructional materials are particularly beneficial as a strategy. Modular approach

has been proven to be an effective and efficient tool to help students learn (Husen et al.,

1986 cited in Malik, 2012).

Evidences suggest that modular instruction meets the needs of today’s students in

learning the content. It can serve as a primary source of science content, present specific

views about the nature of scientific practices, and how scientific knowledge is developed

(Guido, 2014). It is emphasized that science content are intertwined with science

processes. Without the prior content, learners will have difficulty utilizing science

process skills since these processes are best learned in context (Department of Education,

2013).

46
 In the process of devising a module, Donnelly and Fitzmaurice (2005) mentioned

that the key is to forge educationally sound and logical links between learner needs, aims,

learning outcomes, resources, learning and teaching strategies, assessment criteria and

evaluation. There are three elements involved in the process of constructively aligning a

module:

1. Defining the learning outcomes;

2. Choosing the learning and teaching methods that can lead to attainment of

outcomes;

3. Assessing student learning outcomes.

According to Donnelly and Fitzmaurice (2005:9), “sustaining interaction with

content and relating new ideas to previous knowledge in module design can offer greater

likelihood of fostering deep approach to learning.”

Furthermore, Reiser (2013) cited that students for them to develop understanding

of subject matter requires that teachers know what students already understand and

believe about the world. These prior conceptions serve as foundations for building new

understandings. Teachers can only use students' prior knowledge if they know what it is.

For instance, in science, we know that students are likely to hold a continuous model of

matter rather than a particulate model.

Contextualization activities help relate the ideas to be learned to students’ prior

ideas. For example, benchmark lessons and bridging activities challenge students to make

47
predictions or explain findings and elicit prior understandings on which new

understandings can be built.

Reiser also added that students may bring particular kinds of knowledge and

experience that are unique to their cultural, ethnic, and socioeconomic backgrounds.

Students may also lack the prior knowledge and experience necessary to engage in

dialogue and collaboration around particular scientific concepts simply because they have

not had access to certain experiences. In addition, students may bring epistemological

stances and ways of knowing that diverge from those valued in science classrooms and

communities. We use several strategies that make instructional materials accessible to

students and that teach science in deep and meaningful ways. The strategies draw from,

incorporate, extend, and challenge students’ community-based ways of knowing and

funds of knowledge, such as locating community problems related to the concepts under

study, engaging youth in specific activities related to those problems and involving

parents and community members as classroom participants who discuss their knowledge

and experiences regarding science concepts and related community problems.

Characteristics of Learning Module

Cross as cited by Balderas (2016) on the characteristics of module he stressed that

learning modules are the progeny of two reform movements in education that included

programmed learning and mastery learning. Mastery learning plans contain the major

features of the present day modules, such as: Educational objectives were specified.

Instruction was organized into learning units. Diagnostic progress tests were administered

after each unit. Mastery of one unit was required before the learner is allowed to proceed

48
to the next module or unit. She said that modules should be self-contained, self-pacing,

short and well defined, adequately motivating, properly sequenced, providing

opportunities for interaction with learners, clearly written with correct language, accurate,

not in conflict with other subject matter and values, and utilizing every opportunity to

achieve learning outcomes.

Nepomuceno as cited by Balderas (2016) described the modules in the following

on a distinctive, identifiable skills or set of skills or outcomes other than skills. It is fairly

short so as to make students use their study time efficiently. It is essentially self-teaching,

even though it may encourage group work. It blends theory and practice, and combines

doing with reading and reflecting. It provides a list of further readings or sources related

to the skill being promoted. It provides suggestions to students for participating in the

design of their own projects, explanatory activities, and evaluation criteria. It is reality-

oriented in the sense that it involves the students in real situation if not possible, tried to

use stimulation technique. It provides feedback for improvement and redesigning.

With these characteristics, he cited the following reasons why modules are needed

in teaching. The first is to develop learning autonomy, ensure satisfactory minimum

standards, provide remedial units, provide basic education, upgrade content, enhance

competencies of teachers, integrate theory and practice, cater for individual differences in

learning, cater for different groups within the one course, consolidate critical points in a

course, facilitate industrial certification, provide resources for distance education,

encourage mastery and encourage a changed role for the teachers.

49
 He also define module as the one that provides opportunity for organizing

numerous sequences of experience to reflect special interests of the teacher or student.

Self-instructional units allow the teacher to focus on student deficiencies in subject matter

that must be corrected and also serve to eliminate the necessity of covering subject

already known to the student. It provides a way of assessing students’ progress in

learning. It reduces the routine aspects of instruction learning. The teacher is free to

engage in personal contact with the student. The independent nature of self-instructional

units facilitated the updating of study materials without major revisions. It serves as

model for teachers who wish to develop their own materials and insert their own

personality.

Advantages and Disadvantages of Using Distance Learning Module

Using distance learning has pros and cons. An internet article presents the

advantages and disadvantages of using distance learning (Anonymous, 2015). First, it

does not require community. It other words it is cost efficient. It saves money and time

instead of the usual travel back and forth to school. It is offers convenience. Second, it

can be done elsewhere for as long as a student had with him or her the learning module or

gadgets for distance learning class. It is self-paced learning. For slow and quick learners.

This reduces stress and increases satisfaction.

On the other hand, the disadvantages of distance learning, is costly and complex if

distance online learning because it uses technology. Despite the many opportunities of

distance education, there are inevitable accompanying costs. Live video communication

for example, requires careful planning of the equipment and facilities. For online

50
learning, one must own a computer (with access to the Internet). This required

technology is not always available. Some learners may also be afraid (technophobic) of

technology. There should be advance planning. Both the instructors and students

involved in distance learning may need to make sacrifices at times to get things done in

time. Distance learning does not offer immediate feedback. In a traditional classroom

setting, a student's performance can be immediately assessed through questions and

informal testing. With distance learning, a student has to wait for feedback until the

instructor has reviewed their work and responded to it. Distance learning does not give

students the opportunity to work on oral communication skills. Students in distance

learning courses do not get the practice of verbal interaction with professors and other

students. Social isolation. Most often the student will be studying alone. Distance learners

may feel isolated or miss that social physical interaction that comes with attending a

traditional classroom. However this impersonality has been lessening with advances and

use of communication technologies such as bulletin boards, threaded discussions, social

networking, chats, email and video conferencing

Related Studies

Strength, Weaknesses, Opportunities, and Threats of Distance Learning

A SWOT analysis is an examination of strengths, weaknesses, opportunities, and

threats (Quast, 2013). SWOT analyses can be applied to many situations when an in

depth evaluation is needed to make change or improved. Accordingly, a SWOT analysis

of distance learning education programs can help examine components of distance

51
learning that are positive and negative. It can also help with the process and development

of a new distance learning programs and opportunities.

According to Samson (2013) distance learning has its strength. The strengths

include access from nearly anywhere that has internet access. It means flexible. It allows

for an independent learning. Both the teachers and the students have the ability to work

and attend classes even when sick. It fosters convenience, adaptability and ability to

attend educational intuitional in other states or regions. It is cost efficient, less travel

expenses. It reduces costs to the institution offering classes because there is less need for

on campus space and upkeep (The Journal, 2009).

On the other hand, Samson (2013) also claimed the following weaknesses of

distance learning. Cost-distance learning is capital driven. This means if distance online

modality, it requires costs and funds for virtual database, virtual library, IT providers, and

program developer. It is also labor intensive and more time consuming for both the

teacher and the student. It has limited use of technology like inaccessibility to library or

other learning materials, limited student access to the teachers and other learners. It has

the potential for fraud or plagiarism. It is costly for the purchase of computers and other

learning devices for the learners and limited internet access by the students to be able to

understand each other. Meanwhile, if Distance Modular Learning, weaknesses are

inability of the some learners for self-paced learning or independent learning. Chances of

half-baked learning are higher.

Moreover, threats to Distance Learning are increased costs to create and maintain

complicated databases and online libraries, difficulty recruiting and keeping quality

52
instructors, difficulty engaging students in a manner that is conducive to learning,

numbers of enrolled students is declining in recent years despite increased offering of

degrees, completion rates of enrolled students is stagnant, and students are more easily

accepted to distance programs when compared to brick and mortar intuitions (Estabrook,

2016).

Nevertheless, distance learning offers opportunities. New technologies can allow

for a more enhanced learning environment for students. Ability to reach more a wider

student base, reaching students who do not currently able to attend college, and the ability

to increase equality and diversity in the higher education arena (Conley, 2010).

The literature and studies reviewed are relevant to the present study for it presents

the global scenario of the educational institution, the reasons for choosing the alternative

learning modalities most applicable to the learning situation amidst the pandemic

situation that the country is facing today. Likewise, it gives a comprehensive review

about the different alternative modalities. A SWOT analysis is likewise discussed to be

able to give a comprehensive background and be used to support the findings of the

study. From the review, the gap identified is the use of distance learning module, which is

the alternative delivery modality used by the researcher in this present study.

Other Studies in Using Distance Learning Modality

There are two kinds of modules used in the distance learning: 1) printed module

and 2) electronic or e-module. One study explored the effectiveness of using online

electronic module. The study aimed to review the efficacy of online chemistry simulation

in high school chemistry class and provide discussion on the factors that may affect the
53
student learning. Using four analyses such as repeated time measures analysis of

variance, a three way analysis of variance, logistic regression, and multiple analysis of

variance, results indicate that there is a statistically significant main effect across

grouping type (experimental versus control at p-0.042, a=0.05). Analysis of student

journal entries suggests that attitudinal factors may affect student outcomes concerning

the use of online supplemental instruction. Implications for this study show that the use

of online simulations promotes increased understanding of chemistry content through

open-ended and interactive questioning (Lamb, & Anneta, 2012).

In a separate study researchers investigated the students’ perceptions on distance

education offers independent learning and advancement in technology. Hence, many

universities in the higher education offer distance education and it has been a program to

address the diverse educational needs of students and to stay current with the advance of

technology. Ultimately, it aims to investigate learners’ perceptions, attitudes and

willingness to try DE can provide guidance and recommendations for IHEs that are

considering expanding use of DE formats. A survey was distributed to undergraduate

students in Portugal, UAE and Ukraine. The results of this pilot study showed that in all

three countries, students’ major concerns about such programs were time management,

motivation, and English language skills. Although students were somewhat apprehensive

many indicated they were interested in taking DE courses. Six recommendations

informed by interpretation of students’ responses and the literature, are offered to assist

institutions who want to offer DE as part of their educational strategy (Fidalgo, et al.,

2020).

54
 Another study determined the opportunities and challenges of distance learning in

higher education. One challenge comes from the changing perceptions of what learning is

all about. The second challenge comes from new learning opportunities that technology

now affords. Constructivism, interpretivism, and computing technology, separately and

often together, have redesigned the conception of the challenges and opportunities of

learning, and brought about new learning possibilities for almost all teaching and learning

situations, including traditional classroom teaching, distance learning, and self-learning.

Computer-supported learning environments could have good problems that will stimulate

students to explore and reflect on their knowledge construction. Students who cannot

afford higher education are discouraged from seeking or completing a degree. Distance

learning-based programs could increase access for students to higher education, whereas

open and distance-learning programs may be difficult to implement in the laboratory

sciences, but they have real potential to maximize the use of technology (Mahlangu,

2017).

Moreover, the study of Lapada and Alam (2020) explored the teachers’ COVID-

19 awareness, distance education experiences and perceptions towards institutional

readiness and challenges through a validated developed questionnaire. Results revealed

that the teachers were highly aware of the presence and consequences caused by the

COVID-19 pandemic. The correlation between teacher’s demographic profiles and

awareness to COVID-19 shows no relationship at all. Nevertheless, the length of teaching

experience and specialization is very strongly correlated to readiness to distance learning

education. Simultaneously, the teachers’ geographic location is strongly correlated to

readiness to adapt to distance learning education. Furthermore, only the teachers’ gender

55
has a significant difference in their awareness of the COVID-19 pandemic. In contrast,

teachers’ gender, length of teaching experience, and geographic location have significant

differences with their readiness to distance learning education. This study can be used as

a basis for further research particularly in developing institutional plans to better

understand the status of their teachers and educational organizations, and schools’

readiness to teach and learn through distance learning approach; hence, preserving and

continuing educational mission during the current or future pandemic as well as be

prepared for any natural disasters.

Synthesis of the Review of Related Literature and Studies

The review of related literature discussed the implementation of the Special

Education Program across nations. It emphasized the important role of the program in

catering education to the disabled children. It highlights the essentiality of inclusion

rather than exclusion. Moreover, it gives a comprehensive review of the different

curriculum prescribed based on the specific disabilities of the learners. In addition to the

curriculum, strategies were also reviewed to be able to understand how the teaching in

the Special Education Program is done. Likewise, it presents the some instructional

materials for use in teaching learners with disabilities.

In like manner, the review of literature gives an overview on the legality of the

implementation of the Special Education Program in the Philippines and how the

program is implemented in different levels from national, regional, and local levels. It

likewise presents a comprehensive overview of the Alternative Delivery Modalities of the

Department of Education, in which the use of Distance Learning Module (Printed

56
Materials) also known as Learning Module is the choice of most schools, which used in

teaching Learners with Disabilities in the current study. Along with the ADMs, the

modular teaching is also discussed as well as the characteristics of learning modules and

the advantages and disadvantages of using learning modules.

In a nutshell, the review of related literature is deemed relevant in the current

study since it deals with the Special Education Program. It specifically deals with the

challenges of the teachers in teaching the content of the learning modules which includes

the strategies and suggested instructional materials for use. The review is important to

give comprehensive background to the research on how the Special Education Teachers

are teaching the curriculum. Thus, any barriers to the teaching of the content may have

something to do with the inappropriateness of the curriculum, strategies, or instructional

materials in the designed learning modules. Meanwhile, the implementation of the

Special Education Program may be help in designing the implementation of the proposed

intervention of the study.

In addition, the review of related studies provides a SWOT analysis of the

utilization of learning module as well as other studies pertinent to the teaching using the

learning module. These studies are relevant to the current studies because it has the same

purpose to find out the challenges which includes problems and difficulties, this is

related to the weakness and threats of the SWOT analysis made. On the contrary, it aims

to determine also the coping mechanisms to address the challenges, in the SWOT

analysis this refers to the strength and opportunities of the utilization of the learning

module.

57
 Chapter 3

METHODS AND PROCEDURES

This chapter presents the methods of research and procedure which includes the

methods of research used, sampling design and sample, data gathering procedures and

research instrument used which further involves the construction of the instrument,

validation of the instruments, administration of the instrument, and the statistical

treatment of data.

Method of Research

This study will make use of the descriptive survey research design. It is

characterized as a survey or normative approach to the conditions of the variables of the

study. It is also an essential guide to one’s thinking. It is concerned with conditions of

relationships that exists, practices that prevail, and beliefs, processes that are going on,

effect that are being felt or trends that are developing. Hence, this design will be used to

assess the challenges encountered by the respondents in using modular learning in

teaching teachers with disability in the Special Education Schools in Clusters 1 and 2 of
58
West District of the Schools Division of Calapan City. Results will become the basis for

transition program or home school program for the parents.

Respondents of the Study

This study will employ purpose sampling technique in getting the number of

Special Education Teachers and the parents of the learners with disabilities as

respondents of the study. The researcher believes that this is best suit for this

investigation since there are only limited number of Special Education Teachers and

parents in Clusters 1 and 2 in the Schools Division of Calapan City, thus, all of them will

be considered as respondents and are purposely chosen for this research.

Table 1

Respondents of the Study

Schools Number of SPET Number of Number of Parents

Learners with
Disabilities

TC Montillano 1 14 14
Elementary
School
Maria Esrellas 1 10 10
Elementary
School
Masapit 1
Elementary
School
Sta. Isabel 1 15 15
Elementary
School
Adriactico 8 4 4
Elementary
School
Total 12 47 47

59
Research Instrumentation

The following sets of survey questionnaire will be used for generating answers to

the specific problems raised in the study.

Part 1. This part of the instrument will gather data or information on the profile of

the Special Education Teachers in terms of age, gender, civil status, highest educational

attainment, number of years teaching in the Special Education Program; and type of

disability handled. For the parent respondents, profile includes age, number of children in

the family, highest educational background, occupation, monthly income; and

technological gadget available at home.

Part 2 will determine the extent of challenges encountered by the respondents.

The questionnaire is comprised of indicators about the distribution and retrieval of

learning modules, teaching of the content of the learning modules and monitoring of the

use of learning modules. For the parents, indicators include learning modality, learning

modules (printed materials), receiving and returning of learning modules, and use of

learning module as observed to their children. The extent of challenges will be measured

using the following scale: 5-To a very high extent, 4- To a high extent. 3- to a moderate

extent. 2- to a less extent, and 1 to least extent.

Part 3 will identify the coping mechanisms employed by the respondents and its

effectiveness. The questionnaire will contain indicators on the coping mechanisms of the

teachers and the parents. The effectiveness of coping mechanisms will be measured using

the following indicators: 5- Very Effective, 4- More than Effective, 3- Moderately

Effective, 2- Slightly Effective, and 1- Not Effective.

60
Validation of the Instrument

The research instruments to be in this research will undergo validation process as

follows:

Content Validity: This will be used to analyze the indicators of the questionnaire

in terms of challenges encountered and coping mechanisms employed and its

effectiveness. Consultation with the research experts and adviser will be done to assess

the validity of the items/indicators of the questionnaire.

Concurrent Validity. The sets of instrument will be presented to the panel of

experts in the field of Special Education Program for their comments, suggestions, and

recommendations. This procedure will be systematically and orderly undertaken until the

research will be approved by the members of the panel or research council.

Data Gathering Procedures

The primary method for gathering data will be normative survey. This is a

technique under descriptive method. Accordingly, it is used to explore opinions

according to respondents that can represent a whole population. The survey is appropriate

in this study because it enables the researcher in formulation of generalizations. In

addition, the researcher will use interview to give a comprehensive detail on the

responses of the respondents on the survey to be conducted. But, the questionnaire or

Google Form questionnaire will the main instrument for gathering data.

The questionnaires will be administered to the 12 SPET and 43 parent

respondents from the five (5) elementary schools that offered Special Education Program

in the Schools Division of Calapan City. It will be administered right after questionnaires

61
have validated and approved by authorities. The distribution of the questionnaire will be

done in schools (if permitted) or through Google Form. Prior to this, the researcher will

conduct an orientation with the respondents to explain the purpose of the research and to

assure to them that their responses will be be treated with great confidentiality. The

questionnaires will be personally retrieved by the researcher.

62
63
64
65