SPECIAL EDUCATION (SPED)

Colendrino, Maria Corazon C.

Work transition of young adults with disabilities: toward policy
formulation / Maria Corazon C. Colendrino -- 2018.
iv, 4 unnumbered leaves, 192 leaves, illustrations, 28 cm

Thesis (Ph.D. Special Education)--University of the

Philippines.
Gainfully employed is not a common status among Filipinos with
disabilities despite years of studying and skills training. They
face five dilemmas when applying for work: 1) business
organizations refuse to hire them; 2) employers do not know them
as able workers; 3) education is not leading them to employment;
4) there is no government policy on the employment of people with
disabilities (PWDs); and 5) analysis paralysis has the issue on
disability employment in its grips. Autoethnography, ethnography,
and survey were conducted to examine the lived employment
experiences of PWDs, curriculum development experiences of
schools offering work transition programs, and hiring experiences
of employers. Findings of the study point to key factors that
enable or disable PWDs to access employment: educational
preparation and acquired skills; PWD factors of spirituality,
community service, and indefatigability; school factors of
conduct or non-conduct of situational analysis; and employer
factors of social responsibility and employment policies.
Adequate and relevant education and training, creativity, and
excellent communication skills enable access; while inadequacy
and irrelevance, the presence of disabilities that could hinder
productivity, and poor communication skills disable access.
Thorough situational analysis gives schools a vivid picture of
the skills market. Through networking, relevant programs can be
created and memoranda of understanding can be put in place,
enabling PWD access to employment. Recommended are the
formulation of a PWD employment policy and researches on PWD
occupational safety.
Keywords: transition-to-work, disability employment,
disability policy

SPED Ed-4763t

Barroquillo, Joy O.
Teaching emotion expressions to children with autism through
modeling and rehearsal / Joy O. Barroquillo -- 2017.
viii, 145 leaves : illustrations (some color) ; 28 cm

Thesis (M.A.Ed.)--University of the Philippines, Diliman.

 Narrative reports of interviews and observation were used to
explain the child’s performance during the study. Lesson plans
were designed to elicit response from the children with autism
through modeling and rehearsal on teaching emotion expressions
were used in conducting each session. Multiple baseline design
was used to observe individual performances of the subjects
across sessions. The researcher used numeric scores to plot
charts following set of indicators of the children response to
the given activities.
The findings shows that modeling and rehearsal elicits usual
(typical) and non-usual (atypical) manifestations of emotions
among CWA in the study. Following the modeling theory of Bandura,
the ability of a child to attend to the task given to him or her
was a great factor to retain and reproduced the modeled behavior.
Some of the impeding characteristics of the CWA in the study,
relative to attention were their attention span and their
difficulty in adapting to routine. The kind of activity given to
them also contributed to eliciting attention. Finally, giving
rewards and praises increases the likelihood of imitation among
the CWA in the study.

SPED Ed-4713t

Francisco, Maria Lorena M.

Development of chocolate molding training module for individuals
with cerebral palsy / Maria Lorena M. Francisco -- 2017.
xi, 152, 187 leaves, illustrations (some color) 28 cm

Thesis (M.A.Ed.)--University of the Philippines, Diliman.

The main purpose of this study was to develop a training
module that would teach chocolate molding and food-handling
hygiene skills to individuals with cerebral palsy. A single-
subject design with experimental and descriptive approaches were
utilized. Four individuals aged 12, 13, and 23 with mild athetoid
and mild spasticity were purposively selected to undergo a 2-day
training of three hours each.
Five experts from different fields of expertise validate the
research instruments for validity, reliability, and for
satisfying criteria of a good module. Meanwhile, a 22-year-old
female with mild cerebral palsy was requested to participate in
pilot testing.
Two sets of research instruments were developed and validated
in this study. The first set was designed for instructional
purposes, namely the researcher-designed training module, video
clips, and picture charts. The second, meanwhile was for
assessment. These included the informal interview schedule, item
identification evaluation sheet, and performance task evaluation
sheet.
Data were collected from informal interviews, observations,
pre-tests and post-tests conducted at a therapy center for
persons with cerebral palsy in Makati City. Percentage of
agreement was computed for reliability in ratings while the
Wilcoxon Signed-Rank test was used for measuring the significance
difference in scores.
Results of the pre-tests and post-tests showed that there was
an increase in chocolate molding and food-handling hygiene skills
among the participants after the intervention. However,
statistical analysis revealed that the increase in the level of
skills in chocolate molding and food-handling hygiene was not
significant enough.

SPED Ed-4717t

Alombro, Alma Perez

Parallel grade 1 reading textbook for children with special
educational needs in the regular class / Alma Perez Alombro --
2015.
12 unnumbered leaves, 228 leaves.

Thesis (M.A.Ed.)--University of the Philippines, Diliman.

This research created a parallel textbook in reading for grade
one students with special educational needs. The parallel textbook
is organized and simplified compared to the usual textbook used in
the regular classroom. The sequence is in increasing manner,
meaning, the activities are organized from easy to difficult
topics. The researcher strategically used the Century Gothic font
and 16 point font size to make it readable for the target
learners. For illustrations, appropriate colors, and size were
chosen; each page is not crowded with too many text. The
directions and instructions were not complicated. The topics for
Book 1 are: following directions, visual discrimination of similar
and different objects, identifying missing part and letters and
the Dolch Basic sight words, identifying family members, days of
weeks, months of the year, synonyms and antonyms, identifying
related pictures according to categories Book 2 contained, short
vowel (a, e, i, o, and u) and initial consonant sound. Book 3
contained consonants digraphs and long vowel sounds. Book 4
contained stories for enhancing reading skills. The shadow
teachers rated content, sequence, format, instructions, relevance
and usefulness as Satisfactory. It is recommended that parallel
reading textbooks be used by students with special educational
needs in order for them to be given the same opportunity to
understand the lessons like their peers who do not have
disabilities.

SPED Ed-4536t
Anastacio, Tefilin Bofill
High school students’ social acceptance of students with special
needs / Tefilin Bofill Anastacio -- 2015.
ix, 98 leaves, illustrations; 28 cm.

Thesis (M.A.Ed.)--University of the Philippines, Diliman.

High school with disabilities enrolled in the regular class need
to be socially accepted by their peers. This study investigates on
social acceptance of high school students with disabilities
enrolled in inclusionary programs. It identified mean levels of
social acceptance as a classmate, a groupmate and friend using a
researcher-made and expert-validated social acceptance scale.
Total social acceptance scores were also computed for. Social
Acceptance vis-à-vis demographic variables such as year level,
school type, gender and disability type were computed for via Mann
Whitney U Test and Kruskall Wallis Test. Non-parametric statistics
were used because of the relatively lower sample size. Findings
are indicative of an Average level of social acceptance. There
were no statistically significant differences in levels of social
acceptance vis-à-vis year level, school type and gender.
Significant differences were noted when the demographics were
computed vis-à-vis disability type. The Blind students had the
highest mean scores for social acceptance. It is recommended that
social acceptance among students with disabilities be enhanced by
having lessons and disability-awareness programs. An activity on
interacting with students with disabilities is also recommended.

SPED Ed-4574t

Arreza, Georgina D.
Conceptualization of a home-inclusive school collaboration
system for learners with special educational needs / Georgina
Dolorfino-Arreza -- 2015.
x, 321 leaves, 29 unnumbered leaves : illustrations ; 28 cm.

Thesis (Ph.D. Special Education)--University of the

Philippines.
National and international laws aimed at the pursuit of the
welfare of children with special needs had made inclusive
education a necessary feature of Philippine schools. This does not
guarantee, however, that the stakeholders are well-prepared and
equipped to meet the demands of this development. The study
presents the needs and motivation of parents and teachers, their
perception of the process, performance of their roles, barriers
and facilitators of home-inclusive school collaboration in the
country.
A questionnaire was developed to gather responses from teachers
and parents in 41 private and public schools located in urban and
rural areas in the Philippines. The results reveal that the home-
inclusive school collaboration has a traditional feature: teachers
are motivated by a theory-based concept of collaboration while the
parents are more concerned with managing their child’s behaviour
to conform to the school’s policy. The teachers took on the role
of the authoritative experts defining the rules of engagement in
the collaboration process, while the parents co-opted with the
school’s objective and teachers’ agenda to secure their child’s
placement in the inclusive setting. Teachers have positive regard
for parents who are more compliant, while parents due to their
high regard for teachers tend to be more critical of the school’s
structure and administration.

Teachers and parents in public and private schools differed in

their needs and motivations for collaboration, process of home-
inclusive school collaboration, perception of performance of role,
identified barriers and facilitators for home-inclusive school
collaboration. The teachers and parents in the public schools were
concerned about updates on the child’s performance and behaviour
in school while their counterpart in the private schools wanted to
discuss the child’s problems in school and synchronize the
teaching at home and in school. The teachers and parents in the
public school have a more traditional relationship than their
counterpart in the private schools who are more supportive and
accommodating to each other. The problems encountered by the
teachers and parents in the public school were more focused on the
conduct of their collaboration while those in the private schools
were looking at the content of the collaboration. The teachers and
parents in the public schools believe that improvement in the
child’s education will greatly foster their partnership, while
those in the private schools deemed that sharing a common goal
would reinforce their collaboration.
The emergent home-inclusive school collaboration was found to be
largely traditional marked by an imbalance of power where the
teachers are in a separate sphere and taking the lead in the
partnership while the parents are passively following according to
the school’s objective and agenda. The problems in the
relationship are further perpetuated by the school’s inconsistent
policy and practice on the home-inclusive school collaboration.
However, the teachers and parents remain optimistic that they can
still forge their home-inclusive school collaboration because they
are both motivated by their desire and aspiration for an equal
partnership and shared goals for the benefit of the learners with
special needs.

SPED Ed-4614t

Borromeo, Claire Lois Q.

Implications of resilience, adversity and emotional quotient for
self-management of children with chronic illness / Claire Lois Q.
Borromeo -- 2015.
ix, 134 leaves : illustrations ; 28 cm.

Thesis (M.A. Ed. Special Education) --University of the

Philippines, Diliman.
The study aimed on examining the degree of relationship of
resilience, adversity and emotional quotient on the self-
management skill of children with chronic illness. A Descriptive
Correlational research design was used. There were 100 respondents
participated in the study, equally distributed to male and female,
whose age ranges between 13-18 years old, and who have been
diagnosed with a chronic illness. Results showed that children
with chronic illness demonstrated a high level of resilience and
were able to show self-management skills. Moreover, children with
chronic illness demonstrated a moderately high adversity quotient
level and an average emotional quotient level. Likewise, the data
showed that there is a significant relationship between resilience
and emotional quotient (r=.60,p<0.01); between resilience and
adversity quotient (r=.15,p>0.05). Moreover, there is a weak but
positive and significant correlation was identified between
resilience and self management (r=0.20,p<0.05); and weak negative
correlation was associated between self management skills among
children with chronic illness. The results of the study may be
used by helping professionals and help givers in implementing a
holistic self-management intervention program that considers both
physiological and psychological aspects of healing among children
with health concerns.

SPED Ed-4611t

Calixihan, Gemma C.
A hygiene management handbook for parents of female adolescents
with intellectual disability / Gemma C. Calixihan -- 2015.
x, 141 leaves, 3 unnumbered leaves, 70 leaves : illustrations
(some color) ; 28 cm.
 Thesis (M.A. Ed. Special Education) --University of the
Philippines, Diliman.
This study on the development of a hygiene management handbook
for parents of female adolescents with intellectual disability
(AID) is a quantitative and qualitative descriptive type of
research. The participants consisted of 26 parents from three (3)
special schools in Metro Manila whose daughters were between 11 to
18 years old, enrolled in special school and have experienced
menarche. A menstruation questionnaire, focus group discussion or
personal interview questionnaire, and a handbook evaluation form
were used to examine parent’s perception and attitudes on
menstruation and menstrual self-care skills; the AID’s present
menstrual self-care skills; and the concerns encountered of
parents during their daughter’s menstrual period. Taking into
consideration the gathered information, a handbook was created to
guide the parents on how to teach their AID on menstrual self-
care. The handbook was prepared completely in Filipino and
entitled, ‘Gabay sa Pagdadalaga ni Nene’. The handbook provides
basic information on puberty, menstruation, and also includes a
module on teaching menstrual self-care skills to AID. Parents and
experts evaluated the handbook, and all of them appreciated it and
found it very much acceptable. Parents considered the handbook as
a helpful tool towards the independence of the daughters with ID.

SPED Ed-4612t

Camitan, IV, Desiderio S.

Behavior coaching and inappropriate sexual behaviors of
adolescent males with autism / Desiderio S. Camitan, IV -- 2015.
viii, 128 leaves : illustrations ; 28 cm

Thesis (M.A. Ed. Special Education) --University of the

Philippines, Diliman.
This study was aimed at testing the effectivity of behaviour
coaching in reducing the frequency of public masturbation,
inappropriate touching of the self, inappropriate touching of
others and edging in 10 adolescent males with autism. Mixed
methods research approach was used in this study where
experimental method was used to describe the difference between
the pretest and posttest sexual behaviours and basic
interpretative method was employed by the researcher to explain
how these changes occurred and what dynamics happened in order to
facilitate such changes in the behaviors of the participants.
Using a researcher-made frequency data sheet The sexual behaviors
of the participants were measured for 30 days prior to receiving a
30 day behavior coaching intervention. Another 30 day observation
period was conducted after receiving the intervention. The
frequency of inappropriate sexual behaviors before and after the
intervention were compared. Interviews with the parents and
participants were conducted before, during and after the
intervention. The entire data gathering process lasted for 12
months, starting from April 2014 to April 2015.
Before the intervention, the mean frequency of public masturbation
is 25.56, edging is 99, touching oneself is 83.19 and touching
others is 9. After the intervention, the mean frequency of public
masturbation is 9.11, edging is 20, touching oneself is 41.35 and
touching others is 1. After a thorough analysis of the data
gathered the following themes emerged: (1) Greater Independence
(2) Self-empowerment (3) Better Discernment (4) Change in the Way
Behaviors are Perceived. Lastly, with the use of Wilcoxon Sign
Rank it was found that there is a significant difference in
frequency of inappropriate sexual behaviors in terms of public
masturbation and inappropriate touching of the self.

SPED Ed-4613t

Dongaban, Rachel B.
Addressing self-regulation skills of mainstreamed children with
autism through a socio-emotional response scale / Rachel B.
Dongaban -- 2015.
xi, 161 leaves : illustrations ; 28 cm

Thesis (M.A. Ed. Special Education) --University of the

Philippines, Diliman.
This study sought to explore the effects of a researcher-
developed Socio-emotional Response Scale intervention on the self-
regulation of children with autism (CWA) in the mainstream class.
Using the case study method, four children were taught and
observed through the 15-day program, consisting of daily 30-minute
sessions, 5 days a week. Employing descriptive statistics and
qualitative analysis of findings, results revealed that all of the
four case study participants exhibited an increase in the ability
to self- regulate thus, being able to attend and participate
longer in the activities at hand. The study demonstrated the
effectiveness of the tool in aiding CWA to always be part of the
class by doing Thinking Eyes, Listening Ears, Quiet Mouth, and
Same Body with the group. The study recommends further areas of
research in order to extend the use of the socio-emotional
response scale at home and in the community.

SPED Ed-4615t
Doroja, Elaine Christine A.
Home learning assistance program, parental involvement, and
mathematics achievement of children at-risk / Elaine Christine A.
Doroja -- 2015.
xi, 154 leaves : illustrations (some color) ; 28 cm.

Thesis (M.A. Ed. Special Education) --University of the

Philippines, Diliman.
This study utilized Home Learning Assistance Program (Home-LAP)
to determine its effect on parent-teacher partnership and on the
Mathematics achievement of students at-risk. It also aimed to
determine factors that affected the implementation of the Home-
LAP. The study intended to help the students at-risk by involving
parents in providing learning opportunities for the child in the
home environment. It also aimed to promote collaboration between
parents and teachers to augment the learning needs of the student
participants. The program ran for nine weeks, which involved
sending structured homework on a weekly basis, and conducting
regular bi-weekly meetings with parents. Fourteen (14) Second
Grade students, their parents, and the class advisers from a
public school in Metro Manila participated in the study. Mixed
methods using one group pretest-posttest pre-experimental design
was utilized.
Post-implementation results showed significant effects in both
parent-teacher partnership and Mathematics achievement of students
at-risk. First, there was increased parental involvement
manifested in satisfactory homework completion, overall homework
experience, and participation in regular bi-weekly meetings.
However, there was no improvement in parent-teacher consultation.
This may be due to the presence of bi-weekly meetings, during
which parents were able to consult with the attending teacher, or
share experiences with fellow parents.
Second, pre-and-post test scores manifested a significant
difference in the Mathematics achievement of the students at-risk,
particularly in operations addition and subtraction. Furthermore,
factors that affected the implementation of Home-LAP were
categorized as (1) child-related, (2) parent-related, and (3)
environment-related. Results also showed that the educational
attainment of the parent participants correlated strongly with the
post test scores of the student participants.
Overall, findings suggested that Home-LAP directly and positively
affected parental involvement in their child's learning at home.
This was achieved through communication of specific homework
objectives, and through guided instruction on how to teach number
skills to their child. It also led to increased participation in
bi-weekly meetings, during which parents were able to share
information with teachers and with coparents. Home-LAP also helped
improve the achievement scores of student participants in
Mathematics. These findings strongly indicated that collaboration
between the school and the home environment is a viable option
towards enhancing learning opportunities amidst challenging
learning situations.

SPED Ed-4616t

Flores, Josephine Louise P.

Social outcomes of play among children with autism in an
inclusive early childhood setting / Josephine Louise P. Flores --
2015.
x, 299 leaves, illustrations; 28 cm.

Thesis (M.A.Ed.)--University of the Philippines, Diliman.

This qualitative research studied the social outcomes of play of
nine children with autism (CWA), aged two- to five-years old, in
an inclusive early childhood setting in Quezon City. Guided by the
framework anchored on Lev Vygotsky’s sociocultural theory, direct
observation methods were employed to describe the play
interactions of CWA with objects and peers, to assess their social
skills development while at play, and to determine the involvement
of educators in their play experiences. Their play routines were
recorded over a period of two weeks. A total of 72 videos
equivalent to 845 minutes of play routines were gathered and
transcribed for this study. Anecdotal transcriptions from the
videos were coded to illustrate the interactions with objects and
peers of children with autism. The categories for interactions
with objects were, 1) Child-initiated solitary play (CIS), 2)
Child-initiated play with peers (CIP), 3) Peer-initiated play
(PI), 4) Educator-initiated solitary play (EIS), and 5) Educator-
initiated play with peers. The observations confirmed the
children’s preference for solitary play. However, other
significant findings pertaining to play with objects were more
positive. These included the children’s ability to initiate play
with peers using their preferred play objects, the presence of
imaginative play in their independent and shared play, and their
ability to engage in sustained play interactions with the support
of their educators. For interactions with peers, these five
categories were used to code the observations, 1) Solitary Play,
2) Parallel Play, 3) Parallel Play with Regard for Peers, 4)
Simple Social Play, and 5) Reciprocal Play. While some
observations showed that the children experienced some social
exclusion in play, other findings were more promising.
Interactions with peers were opportunities for shared creative
play and for extended conversations with peers and educators.
Helping behaviors were also observed from their peers during their
shared play experiences. Social outcomes of play were assessed
using the Social Play Continuum. The social skills demonstrated by
each CWA varied in range and in complexity. Based on the
assessment, the six CWA with low reciprocity in social
interactions engaged mostly in educator-initiated play and
experienced some unproductive interaction with peers. The three
CWA with high reciprocity exhibited more developed language skills
and ability to engage in imaginative play with peers. Educator
involvement in play was determined using the Howes Involvement
Scale. Their level of involvement varied according to the needs of
the CWA. Elaborate Caregiving encouraged the most productive play
experiences among the nine CWA. This level of involvement led to
more elaborate conversations among CWA and peers, sustained
imaginative play and creative use of play objects, and extended
play interactions with peers. On the other hand, Intense
Caregiving was identified to be the least productive form of
educator involvement for CWA. Intense caregiving led to more
isolation from peers, less interaction with other children, and
fewer opportunities for social skills development through play.

SPED Ed-4575t

Manlangit, Ernyros V.
A wellness handbook for families of adults with developmental
disabilities / Ernyros V. Manlangit -- 2015.
xi, 104, I-148 leaves, 106-112 leaves : illustrations ; 28 cm.

Thesis (M.A. Ed. Special Education) --University of the

Philippines, Diliman.
The study aimed to develop and validate a wellness handbook for
families of adults with developmental disabilities. The results
contain information that reflects both the perception of wellness
by families of adults with developmental disabilities (ASN) and
the researcher’s perceptions and concepts about the topic.
Eighteen (18) parents and guardians initially took part in a
survey that helped the researcher determine the activities they
typically do as a family and what they perceive fall under
wellness. The essence of the study was to build awareness on how
to help adults with developmental disabilities build their own
wellness lifestyles based on their capabilities. By disseminating
essential information on wellness through a handbook which
promotes a multi-faceted dimension of living, family members can
easily program a balanced
lifestyle for them. Results of the study showed that social
activities played a great role in nurturing the wellness of
special adults. Majority of the highly-ranked activities parents
and guardians typically involved the special adult was going along
with them to public places where they can be present and limit
interaction with the general public. A simple spiritual activity
such as going to church was ranked the highest and was considered
by the parents and guardians as a vital activity in nurturing
their well-being. The social dimension was also given weight in
terms of what parents and guardians perceive are very important
wellness dimensions for the nurturance of their special adult.
This dispelled two myths that physical fitness served as the sole
gauge to nurture wellness and that being employable or increasing
the work productivity of their special adults is a priority
concern of parents and guardians.

SPED Ed-4617t

Micairan, Kristine Olga S. A.

Effects of inclusive play on specific social skills of children
with developmental delays / Kristine Olga S. A. Micairan -- 2015.
xi, 64, 4 leaves, 12 unnumbered leaves : illustrations ; 28 cm.

Thesis (M.A. Ed. Special Education) --University of the

Philippines, Diliman.
The study focused on the effects of Inclusive Play in two
specific social skills, namely sharing and turn-taking, in
children with developmental delays. The study involved the
participation 6 students with Attention Deficit and Hyper-activity
Disorder (ADHD) from 2 inclusive schools in Region 3 and the
National Capital Region (NCR) as well as their classroom teachers
and their parents. Using the inclusive play activities created by
the researcher, which adapted concepts from Casey’s (2005)
“Inclusive Play” and Gomez’s (2011) “Inclusion and Psychosocial
Training”, the study believed that inclusive play had a
significant effect in the development and/or improvement of the
skills of turn-taking and sharing, as well as in their pertinent
skills. Findings show that all the participants improved in their
social interactions from intervention to maintenance phases.
Inclusive play has been perceived to be a non-invasive form of
developing and/or improving social skills. Thus, future research
should consider examining the use of inclusive play with
individuals of varying abilities and ages. Future investigators
should also examine whether instituting inclusive play readily
produces broad-based generalization. By verbally rehearsing what
is expected, inclusive play may help children with self-
monitoring, thereby enhancing generalization.

SPED Ed-4618t

Nicolas, Kristina Maja G.

Developing work behaviors of youth with intellectual disability
through recycled tetra-pack bag-making / Kristina Maja G. Nicolas
-- 2015.
ix, 200 leaves, illustrations (some colored); 28 cm.

Thesis (M.A.Ed.)--University of the Philippines, Diliman.

Recycled Tetra-pack bag making study was conducted to see
whether Youth with Intellectual Disabilities (YID) can acquire the
different competencies to be able to produce a product as an
alternative livelihood program. The competencies involved in the
study are the work skills, work behaviors, and work knowledge.
This can help answer the needs to sustain for themselves in the
future, and to help the environment as their community
integration. The study was conducted in two public schools with
transition classes for YID within Quezon City. The training
program that was use was adopted from a foundation and was arrange
to the capabilities of YID. Competencies were tested before and
after the training program, and increases in different
competencies were noted.

SPED Ed-4576t

Romano, Aileen R.
Effects of small kids, big words on phoneme articulation of
children with autism / Aileen R. Romano -- 2015.
xi, 127 leaves, illustrations (some colored); 28 cm.

Thesis (M.A.Ed.)--University of the Philippines, Diliman.

This study investigated the effects of Small Kids, Big Words
(SKBW®) on phoneme articulation skills of children with autism.
The SKBW® is a locally made software that is designed to improve
the articulation skills of children with autism. Its effectivity
has not yet been tested. This study used the software and compared
the initial phoneme articulation skill of the CWA before and after
the administration of SKBW®. The participants in this study were 6
children with autism. Pre-test and post-test was done using the
Goldman-Fristoe Test of Articulation, Second Edition (GFTA-2) to
measure the initial phoneme articulation skills of each
participant. Interviews with the participants’ teachers and
parents’ or caregiver were conducted to give the researcher a
background on their communication skills and behavior. After the
pre-test, ten (10) one-on-one intervention sessions were conducted
using the Small Kids, Big Words (SKBW®). After the 10 sessions,
post-test was given using the GFTA-2. Results were analyzed using
both qualitative and quantitative data. This study confirmed that
CWA in the study exhibit articulation difficulties. SKBW® became
an effective tool in addressing the initial phoneme articulation
of CWA as supported by a notable increase in the post-test scores.
Children with autism in the study responded positively to the
visual and auditory stimulus provided by the software. The overall
behavior of the children with autism in the study still needed to
be addressed by the teacher since it was noted to hinder the
effectivity of the software. During the intervention sessions it
was also noted that familiarity with the target words affected
their performance.

SPED Ed-4577t

Sapin, Maria Naomi V.

Individual talents as expression of self-esteem among
adolescents with special educational needs in inclusive schools /
Maria Naomi V. Sapin -- 2015.
x, 121 leaves.

Thesis (M.A.Ed.)--University of the Philippines, Diliman.

This study was a research on the self-esteem and individual
talents of adolescents with special educational needs (SEN) in
inclusive schools. It aims to discover the level of self-esteem of
the adolescent with SEN who has a talent and is attending an
inclusive school. The study is a mix of quantitative and
qualitative measures. Ninety participants have undergone
interviews and answered the Self-Proficiency Test for Adolescent,
while 20 teachers answered the talent checklist to confirm the
talents of the students. The results showed that adolescents with
SEN have an average level of self-esteem, and are endowed with
talents related to arts, dance, music, drama, and sports. The
results also show that talent and self-esteem were moderately
significant. Inclusion has affected the talent and self-esteem of
adolescents with SEN. It reinforced adolescents with SEN that they
can also develop the talents possessed by regular students. It
made the adolescent with SEN aware of the talents they can share.
Inclusion also enabled regular students to accept adolescents with
SEN. Finally, it promoted talent development as a key to enhancing
the self-esteem of adolescents with SEN.
 SPED Ed-4537t

Wong, Jeanette T.
Virtual manipulative for developing number concept readiness
among children with intellectual disabilities / Jeanette T. Wong
-- 2015.
xv, 207 leaves, illustrations; 28 cm.

Thesis (M.A.Ed.)--University of the Philippines, Diliman.

This study used a pretest-posttest control group experimental
design to determine the effects of the researcher-developed
virtual manipulative software on the number concept readiness
skill development and response of preschool children with
intellectual disabilities as well as on students’ response to math
instruction. A total of 10 preschoolers, who were from 6 to 13
years old, were randomly assigned to either an experimental or
control group. The experimental group received the treatment — the
use of virtual manipulative — during instruction on number concept
skills while the control group was exposed to traditional teaching
method involving flashcards. They underwent pretesting at the
inception and post-testing after a two-month research period. The
effects of the software were also measured through classroom
observation and daily evaluation of students’ performance.
Moreover, the acceptability of the software was determined using
Roblyer’s Essential Criteria Checklist for Evaluating
Instructional Software. Data derived from these sources were
analyzed using means and standard deviations, inter-rater
reliability test, and Mann-Whitney U- Test for independent
samples. The virtual manipulative software developed by the
researcher was found acceptable in all areas, such as
Instructional Design and Pedagogical Soundness, Content, User
Flexibility, Technical Soundness, and Teacher’s Use of Technology.
The pre-test data showed that the experimental group began lower
than the control group though not at a significant level. Post-
test results showed that the experimental group outscored the
control group though not at a significant level, too. Moreover,
the Mann-Whitney U-test for independent samples showed that the
change from the pretest and posttest scores of both groups was not
significant. In terms of students’ response, the experimental
group yielded a greater score. They had positive views regarding
their virtual manipulative experience. Moreover, the experimental
group seems to display appropriate behavior during instruction.
There were thirty-eight (38) out of 48 behavior response items,
which were outperformed by this group. However, the two groups
showed significant difference in one item only: completing
worksheets during lesson evaluation.

SPED Ed-4578t

Yao, Jolivette M.
Inclusive and segregated special education programs: cost
analysis, student achievement, and parent satisfaction / Jolivette
M. Yao -- 2015.
xi, 187 leaves.

Thesis (M.A.Ed.)--University of the Philippines, Diliman.

This study dealt with determining the direct private costs of
special education programs, student achievement, and the level of
satisfaction of parents with children experiencing developmental
delay within two types of service delivery: inclusive classrooms,
serving primarily children without disabilities, and segregated
classrooms, serving only children with disabilities. Five
instruments were used for data collection. To measure their
readiness skills, a school readiness test (SRT) was administered
to 30 children with developmental delay who were enrolled in three
private segregated schools and three private inclusive schools in
Metro Manila. A parent satisfaction questionnaire was handed to 30
parents to determine their overall level of satisfaction received
from special education programs. A program director questionnaire
was given to six program directors to assess the characteristics
of their special education programs. A teacher questionnaire was
answered by six teachers to uncover their satisfaction with young
children with and without disabilities and their job experience,
their views on the education of children with disabilities and
their families. Qualitative data were derived from an observation
checklist that elicited information on the basic instructional
strategies used by the teacher in the classroom. Findings show
that the average total costs for the inclusive programs are highly
higher than segregated program costs due to high increase in
annual tuition spending for the inclusion programs. A huge chunk
of expenses in both settings go to tuition spending, speech and
occupational therapists. It appears that differences in
instruction and classroom conditions between inclusive and
segregated programs are common. Such differences include class
size, teacher training, accountability, and classroom practice.
Significant differences in parental satisfaction of both settings
in terms of relationship with staff, opportunities for parental
 involvement, special education services, child’s progress, and
parent’s experience were also investigated. Statistics reveal that
there is a significant difference in parent satisfaction in terms
of safety, cleanliness, and attractiveness of the physical
environment; individualized instruction that the child receives;
and the child’s opportunity to play with children without
disabilities. There were no differences in the level of
satisfaction of parents in terms of opportunities for involvement,
characteristics of staff and frequency of communication with
therapist and teacher. However, results found a significant
difference in the ability to share concerns and ask questions, the
location where the child receives services, the way the child
receives services, and the frequency of services. Results also
reveal no significant difference in parent satisfaction regarding
child’s progress and their experiences as parent of a child in
special education in both settings. Meanwhile, students from both
settings have fared average in terms of readiness as measured by
the school readiness test. However, students from inclusive
settings scored slightly better compared to students from
segregated settings in the areas of vocabulary, phonemic
awareness, and mathematical knowledge. Students from the
segregated settings, on the other hand, scored better compared to
students from the inclusive settings in the areas of identifying
letters, visual discrimination, comprehension and interpretation,
and developmental spelling. Overall, comprehension and
interpretation and mathematical knowledge are areas where learning
in both inclusive and segregated settings showed need for
instructional attention. Recommendations include subsidizing the
component of tuition by the government; employing teacher aides
that are trained in special education; promoting professional
development of teachers; a case-by-case approach to decision
making about student instruction and placement; intensive and
reasonably individualized instruction; and lastly, an equal
concentration on various areas should be in order but more so, in
the competencies of comprehension and interpretation, and
mathematical knowledge as these are survival skills that will help
learners with developmental delay become more adept at relating
with the world.

SPED Ed-4538t

[ 4393 ]
LG
995 Agati, Charlene Faye A.
2014 Effects of a computer-based game on the visual-spatial short
E36 term memory of children with down syndrome / Charlene Faye A.
A33 Agati. -- 2014.
 iv, 132 leaves, columns, colored illustrations.

Thesis (M.A. Ed. Special Education) --University of the

Philippines, Diliman.
This research examined the effects of a computer-based game on
the visual-spatial short-term memory of children with Down
syndrome. Perception of the students, parents, and special
education teachers toward the “Look for It” iOs game was also
investigated. The study was conducted among six children with
Down syndrome with ages ranging from 7-12 years old at a public
school in Bagong Silang, Caloocan City. Questionnaires and
interviews were carried out for needed qualitative data. The
study concluded that there is no significant differences between
the pretest and posttest on the visual memory of children with
Down syndrome who played “Look for It” game based on GPI score
from sublevels A and B on all major levels (p-value = 0.04629) at
5% level of significance. There is also no sufficient evidence to
construe that there is a significant improvement in the scores of
players after being exposed to the game at the same level of
significance. Surveys and interviews showed that students,
parents, and special education teachers had a positive perception
toward the game as an educational and helpful teaching tool.

SPED Ed-4491t

Gomez, Kristine Anne D.

Instructional program for caregivers on personal health care of
teens with disabilities / Kristine Anne D. Gomez -- 2014.
11 unnumbered leaves, 96 leaves, xiii, color illustrations;
28 cm.

Thesis (M.A.Ed.)--University of the Philippines, Diliman.

Caregivers, who assist in personal needs, are an influential
support group to girls with developmental delays, who enter
puberty and experience menstruation. These caregivers would be
among their first teachers, who would teach the most important
aspects of personal health care skills during menstruation. These
skills include wearing and disposing sanitary pads or other
similar absorbent items, and washing the genitals. Applied
Behavior Analysis (ABA) had been employed over the past decades in
teaching personal health care skills. The purpose of the study was
to determine the caregivers’ personal health care knowledge and
skills on menstruation for girls with disabilities, particularly,
developmental delays. From this data, an instructional program and
instructional manual were developed to help improve the knowledge
and skills of caregivers. ABA was the main teaching strategy
taught to caregivers, who performed teaching personal health care
skills to girls with developmental delays. The Seels and Glasgow
Project Management Design (1990) was adapted to create a research
model, while a pretest-posttest single group design was utilized
to determine the effect of the instructional program. Thirty
caregivers were interviewed, and it was found that they rated
themselves as having sufficient knowledge and skills in personal
health care during menstruation for girls with developmental
delays (40%). However, further probing showed that their responses
were incomplete (50%). This meant that there is room for
improvement inpersonal health care knowledge and skills for
teaching children with developmental delays. Moreover, caregivers
expressed their need to learn more, particularly about teaching
strategies (70%). They also reported the need for instructional
materials when learning (93%), and requested for books with
pictures (34%). Almost all caregivers (97%) said they need
instructional materials for teaching children with developmental
delays as well. The instructional sessions focused on teaching
strategies for personal health care during menstruation,augmented
by the use of an instructional manual, Tanglaw. Ten caregivers
attended instructional sessions for 10 days. Their posttest showed
a significant increase in knowledge (z = -2.807, p<.005), and
indicated an average skill acquisition (M = 50, SD = 8.94)in
thepersonal health care performance test. Caregivers acquired the
basic knowledge and skills to perform personal health care during
menstruation using ABA principles such as task analyses,
prompting, and reinforcement. Determined sareas of improvement
include gathering data ofchildren’s progress and utilization of
immediate, appropriate reinforcements. Future directions include
follow-ups on caregivers’ skill maintenance and actual practice
with children with developmental delays.

SPED Ed-4532t

Manalo, Ferdinand D.
Acquisition of hotel linen work skills among individuals with
developmental disabilities / Ferdinand D. Manalo -- 2014.
xi, 106 leaves, illustrations; 28 cm.

Thesis (M.A.Ed.)--University of the Philippines, Diliman.

This study dealt with the acquisition of hotel linen work skills
in terms of knowledge, work-related social behaviors and hotel
linen handling skills, among individuals with developmental
disabilities (IDD). Seven participants took part in the 10-day
training program on hotel linen work. Their age ranged from 17 to
25 years old and they were enrolled in pre-vocational programs in
two private special schools. Data were analyzed using the Wilcoxon
Signed Rank Test. Results showed that there were improvements in
the knowledge, work-related social behaviors and hotel linen
handling skills after the training. In the knowledge area, IDD
were able to name and/or identify linen products and materials in
the linen room, determine the functions of each linen product, and
the purpose of linen folding after the training. In the area of
work-related social behaviors, IDD were able to express
appropriate greetings and parting wishes and showed proper work
behaviors after the training. They also showed improvement in
hotel linen handling skills (e.g. folding linen, stacking each set
of folded linen and performing post-folding activities).

SPED Ed-4533t

Muega, Michael Arthus G.

 Parent, teacher and administrator perspectives on and
participation in inclusive education / Michael Arthus G. Muega --
2014.
viii, 121, 5 leaves, 71 leaves, illustrations; 28 cm.

Dissertation (Ph.D.)--University of the Philippines, Diliman.

This study presents the knowledge of, involvement in, and
ideology of inclusive education of these research participants:
(1) inclusive schoolteachers; (2) inclusive school administrators;
and (3) parents whose children with special needs (CSN) are
attending inclusive schools. The participants’ beliefs about the
availability of the means of inclusive education was likewise
investigated. Two types of research questions were formulated in
this study. One required the use of grounded theory approach and
the other one required the use of quantitative method of analysis.
The data were collected using a modified survey of 91 participants
who have a first-hand knowledge of and experience in inclusive
schools in Quezon City. The research hypotheses were tested after
open-coding had been completed and an answer was given to each
qualitative research question. It has been found that the
participants neither question nor resist the practice of inclusion
in their respective general education settings. They admit,
however, that they are not sure whether their conceptions of IE
are widely acceptable. This admission explains the participants’
doubts regarding the potency of their inclusion practices. No
significant variances have been noted among the participants in
terms of their (1) knowledge of IE, (2) involvement in IE, (3)
ideology of IE, and (4) beliefs about the availability of the
means of IE.

SPED Ed-4534t

[ 4394 ]
LG
995 Muni, Kristine Frances A.
2014 Special education professionals’ perspectives and practices in
E36 advocacy for children with special needs / Kristine Frances A.
M86 Muni. -- 2014.
x, 187 leaves, 9 unnumbered leaves, 9 leaves color
illustrations.

Thesis (M.A. Ed. Special Education) --University of the

Philippines, Diliman.
This study is aimed to explore the perspectives and practices
of 44 Filipino special education professionals in advocacy for
children with special needs (CSN). Quantitative method was
utilized to determine the advocacy and self-advocacy integration
practices among CSN of special education professionals.
Qualitative method was used to find out about the perspectives on
reasons, outcomes and dilemmas of advocacy of special education
professionals. The study found out that special education
professionals advocate for legal, ethical, and social reasons.
Majority of them are sometimes engaged in legal, legislative and
educational advocacy practices. On the other hand, half of mass
 media advocacy practices were not applicable to SPED
professionals. Nine out of ten self-advocacy integration
practices among CSN are sometimes carried out by the majority of
special education professionals.

SPED Ed-4492t

[ 4410 ]
LG
995 Ravelo, James II. L.
2014 Transition and work performance of persons with disability
E36 in the contact center industry / James L. Ravelo II -- 2014.
R38 ix, 132 leaves, 9 unnumbered leaves, 9 leaves, color
illustrations.

Thesis (M.A. Ed. Special Education) --University of the

Philippines, Diliman.
This study was conducted to determine how PWDs transition to
working in the Philippine Contact Center Industry, and whether
their disability had an effect in said transition - either it
constrain them or facilitate their work performance. Ten
participants with different disabilities and with at least two
years work experience in this industry were interviewed. To
validate the participants’ answers, their respective manager
and a colleague were also interviewed to determine how the
participants performed at work. Based on the gathered
information, disability had no effect at all in their
transition due to effectiveness of training that they got and
due to the adequate support given as their careers progressed.
Their work performance was self-evaluated as meeting of
exceeding expectations. Disability, for the most part of the
work, did not have any effect at all with regards to the work
performance. Numerous support mechanisms, such as having
technical mentors to turn to when they need assistance and
regular refresher and new product/policy trainings, have
facilitated in their performance. What constrained them were
external factors or equipment/tool problems.

SPED Ed-4493t

Realeza, Aileen S.
Developing dictionary skills among students with mild
intellectual disability using task-analyzed guide / Aileen S.
Realeza -- 2014.
xiii, 131 leaves, 2 unnumbered leaves, illustrations (some
colored); 28 cm.

Thesis (M.A.Ed.)--University of the Philippines, Diliman.

This research studied the effect of a task-analyzed guide on the
dictionary skills of Students with Mild Intellectual Disability
(SMID). It focused on the development of three dictionary skills,
namely: locating pages of entries with the same letter, locating a
word entry in the dictionary, and identifying the parts of a
dictionary entry such as the headword, the definition, and the
 illustration. Six Grade 7 SMID aged 16-21 and enrolled in a SPED
school in Laguna took part in this study. Mixed method design was
used in this study. Quantitative data were analyzed using Wilcoxon
Signed-Ranks Test. The research found that the task-analyzed guide
significantly improved the dictionary skills of SMID. It also
showed that the learned dictionary skills of SMID can be
transferred from a picture dictionary to a more comprehensive and
non-picture dictionary.

SPED Ed-4535t

[ 4411 ]
LG
995 Tañedo, Andrea P.
2014 Parent involvement and receptive language skills of children
E36 with visual impairment / Andrea P. Tanedo -- 2014.
T36 viii, 114 leaves, illustrations.

Thesis (M.A. Ed. Special Education) --University of the

Philippines, Diliman.
This is a descriptive study on aspects of parental
involvement: parents’ role construction, parents’ self
efficacy, parents’ perception of involvement, and their
relationship to the receptive language skills of children with
visual impairment (CVI). Thirty-three parents and their pre
school level children were included in the sample. Using
Spearman Rho test, it was found that there was a strong
significant positive relationship between parental involvement
and receptive language skills among three and eight-year old
CVIs. Three and eight year old children’s receptive language
skills were positively correlated with their parents’ role
construction, self-efficacy, and perception on involvement. In
contrast, five year old children’s receptive language skills
were negatively correlated with parents’ role construction and
self-efficacy. Six year old children’s receptive language
skills were likewise negatively correlated with parents’
perception of involvement. Results showed, from focus group
discussion, that the most common activity done by parents at
home is assisting their children’s learning. Parents reviewed
lessons and helped their children in doing assignments. Table
top activities at school are the common activities guided by
the parents for their children.

SPED Ed-4494t

[ 4412 ]
LG
995 Vercaza, Carisa G.
2014 Development and validation of an autism screening tool for
E36 Filipino children / Carisa G. Vercaza -- 2014.
V47 viii, 113 leaves, illustrations (some colored).

Thesis (M.A. Ed. Special Education) --University of the

 Philippines, Diliman.
The study aimed to establish Teachers’ Autism Rating Scale
(TARS) as an identification tool for Children with Autism (CWA)
through devised rating measures that will enable the classroom
teacher to identify whether the child has an autism spectrum
disorder that needs professional attention. The tool was tested
to 250 elementary students of Special Education (SPED) centers
in NCR, ranging from 3-8 years old. Resulting developed
screening tool, TARS, is a 46-item rating scale allocated with
the following factors for content validity: social interaction,
language and communication, behavior, sensory/cognition
awareness, and health/physical insensitivity. Factor Analysis
was used for statistical procedure with the help of SPSS version
11.5 to identify construct validity. On the other hand, Pearson
Product moment correlation coefficient was used to measure
Correlation between TARS and Autism Screening Quiz (ASQ)for
Concurrent validity.

SPED Ed-4495t

[ 4413 ]
LG
995 Ambata, Shierryl A.
2013 Modified foot reflexology program adaptive skills of students
E36 with intellectual disability / Shierryl A. Ambata -- 2013.
A43 xv, 177 leaves: col. ill.

Thesis (M.A. Ed. Special Education) --University of the

Philippines, Diliman.
This study dealt with the effects of Modified Foot Reflexology
(MFR) in the adaptive skills of Students with Intellectual
Disability (SwIDs). It focused on the development of the
cognitive, affective, and psychomotor of SwIDs relative to a
modified reflexology program. Seven SwIDs ageing from 16-21 who
are enrolled in the Vocational class in a public school took
part in ten-day training in modified foot reflexology. Data were
analyzed using Wilcoxon Signed-Ranks test. The results showed
that the SwIDs’ levels of performance in MFR with respect to
knowledge, skills and attitude improved after the training. The
result under the knowledge component showed that students
learned better with terminologies or concepts that were modified
and with things they usually encounter in their daily lives.
Under the skills component, results showed that students learned
better with routine-like activities which were simplified. Under
the attitude component, results showed that students improved
when activities were task-analyzed. Most of the clients were
satisfied with MFR sessions, however, they suggested that
students be trained on more hand pressure.

SPED Ed-4496t

[ 4414 ]
LG
995 Bongga, Nenita F.
2013 Effects of container vegetable gardening on self-esteem of
E36 youth with mild intellectual disability / Nenita F. Bongga --
B66 2013.
x, 185 leaves: col. ill.

Thesis (M.A. Ed. Special Education) --University of the

Philippines, Diliman.
This study was conducted to determine whether the self-esteem
of youth with mild intellectual disability (MID) could improve
after container vegetable gardening. The definition of self
esteem adapted is that of Nathaniel Branden (1969), in which it
is “ the experience of being competent to cope with the basic
challenges of life, and of being worthy of happiness.” The
Rosenberg Self-Estee, Scale (1965) was modified to measure
self-esteem of youth with MID and its two components, namely:
competence and self-worth. A module with six lesson plans on
self-esteem and container vegetable gardening was developed and
designed for youth with MID. The results recorded after the end
of each module showed that the self-esteem of youth with MID
improved, endowing the said respondents with sense of
competence and being persons of worth.

SPED Ed-4497t

[ 4415 ]
LG
995 Capuyan, Kathy V.
2013 Letter knowledge and decoding skills of children with
E36 intellectual disability and the kaya kong magbasa program /
C37 Kathy V. Capuyan -- 2013.
viii, 183 leaves,: ill.

Thesis (M.A. Ed. Special Education) --University of the

Philippines, Diliman.
This study aimed to find out (1) the considerations in
developing the Kaya Kong Magbasa (KKM) program, (2) the
improvement on the letter knowledge skills of Children with
Intellectual Disability (CID) using the KKM program, (3) the
improvement and development on the decoding skill in isolation
and decoding skill in context of CID using the KKM program. The
KKM was developed through an inventory of frequently used words
called the Textbook Word Inventory (TWI). The words from the
TWI were used to create the KKM books. These books were
validated by experts in the field of education. KKM was
implemented to seven CID who were students attending Special
Education (SpEd) classes in two public schools in Metro Manila.
Pretest was given prior to intervention. Posttest showed that
there was an improvement in the letter knowledge, decoding in
isolation and decoding in context of the CID in this study.

SPED Ed-4498t
 [ 4416 ]
LG
995 Dominguez, Eleanor D.
2013 Nutrition awareness and feeding practices of primary
E36 caregivers of children with down syndrome / Eleanor D.
C37 Dominguez -- 2013.
ix, 143 leaves: ill.

Thesis (M.A. Ed. Special Education) --University of the

Philippines, Diliman.
This study determined the nutrition awareness levels of
Primary caregivers of children with Down syndrome (PCGCDS) as
well as identify their feeding practices and its effects on the
nutritional status of children with down syndrome (CDS). Thirty
PCGCDS took part in a nutrition seminar which discussed an
overview of Down syndrome, nutrition, health concerns that need
nutrition intervention, and a cooking demonstration. The
nutritional awareness levels of PCGCDS before and after the
nutrition seminar were determined using the Nutrition
Awareness Questionnaire. The t-test for dependent group was
used to know the significant difference between the pre- and
posttest results. The usual feeding practices of PCGCDS were
identified through the Feeding Practices Questionnaire. Focus
group discussions were conducted to gather in-depth information
regarding their feeding practices. Data were qualitatively
analyzed and compared with nutritional status of CDS. Results
showed that the nutrition awareness levels of PCGCDS, which was
already at satisfactory level even before the seminar, was
further improved as revealed in the posttest. Most of them
controls the food decisions of the CDS, prepares the food for
them, and were very particular of their child’s hygiene.
Meanwhile, most CDS were of healthy physical appearance while
some were overweight/obese and easily get tired. Though most of
the PCGCDS have satisfactory level in their nutrition
awareness, their decisions on what food to give and what should
be avoided were sometimes affected by factors such as socio-
cultural beliefs, empathy to child’s disability, and their
child’s request.

SPED Ed-4499t

[ 4417 ]
LG
995 Hyatt, Janeth S.
2013 Effects of digital courseware on the test performance of
E36 children with autism / Janeth S. Hyatt -- 2013.
H93 x, 138 leaves: ill. (some colored).

Thesis (M.A. Ed. Special Education) --University of the

Philippines, Diliman.
This study examined the effects of digital courseware on the
 test performance of children with autism. Seven students, aged
6 to 11, all enrolled in Kinder 1 level, served as participants
of the study. A one sample approach was used, exposing the
participants to two conditions: paper-and-pencil and computer
based test wherein three categories of tests were given. The
results revealed that children with autism scored significantly
higher in computer-based test as opposed to the paper-and-
pencil exam in three categories: “story comprehension,”
“sequencing of story” and “find it.” It also showed that time
completion was reduced in the three categories of the computer-
based test but did not entail high scores. Overstimulation,
hyperactivity, exuberance, irritation, apprehension and task
avoidance were manifested during the administration of
computer-based tests. Furthermore, drill and practice that have
been part of the taxonomy of courseware were found to
negatively affect some children with autism though these
behaviors did not significantly affect their scores.

SPED Ed-4500t

[ 4418 ]
LG
995 Legaspi, Asella May P.
2013 Increasing specific socialization skills among children with
E36 special educational needs through co-curricular activities /
L44 Asella May P. Legaspi -- 2013.
x, 97 leaves: ill.

Thesis (M.A. Special Education) --University of the

Philippines, Diliman.
This study examined the connection between co-curricular
activities and the socialization skills of students with
Special Education Needs (SEN). The participants were 11 SEN
Students together with their 5 teachers, 6 coaches, and 33
peers. The researcher used questionnaires, interviews, and
checklists in finding out about the students’ specific social
behavior that was problematic, the co-curricular activities
they joined, and the changes in their social behavior. The SEN
students were also interviewed about their perspective about
the co-curricular activities as well as the difficulties they
faced. From the findings, joining co-curricular activities has
a significantly positive connection with the SEN students’
ability to relate with their peers, teachers, and coaches.
Furthermore, teachers reported improvements in focus,
productivity, and sociability in class.

SPED Ed-4501t

[ 4364 ]
LG
995 Limos, Ma. Victoria D.
2013 Behavior management of children with down syndrome for
E36 preventive dental treatment / Ma. Victoria D. Limos. --
L56 2013.
ix, 163 leaves : ill.

Thesis (M.A. Special Education)--University of the

Philippines, Diliman.
This study developed a Behavior Management (BM) Program
for Children with Down Syndrome (CDS) for preventive dental
treatment. It aimed to determine whether the BM lesson plan
could improve the behavior of CDS, specifically their
understanding of dental treatment. With the research sample
consisting of six CDS, behaviors were measured and recorded
before and after the program. Results showed that there was
a remarkable improvement in the behaviors of CDS after going
through the BM lesson. It was also concluded that the BM
lesson, although limited in extent of its implementation,
proved effective in modifying negative behavior of CDS and
improved their dental hygiene.

SPED Ed-4437t

[ 4365 ]
LG
995 Mackay, Eloisa Pandi
2013 Development of air travel guidebook for persons with
E36 disabilities and personal assistants / Eloisa Pandi Mackay.
M33 -- 2013.
[7], 148 leaves : ill.

Thesis (M.A. Special Education)--University of the

Philippines, Diliman.
This study aimed to find out the issues, problems, and
practices of persons with disabilities (PWD) and personal
assistants (PA) in relation to air travel, as well as
develop an air travel guidebook for them. In order to gather
data, a researcher-made survey questionnaire was validated,
pilot-tested and administered to 15 PWD and 15 PAs. Research
and informal interview were also conducted to acquire
primary and secondary data for the guidebook. Findings of
the study showed that: 1) Major issues of PWD and PAs in air
travel are the non-availability of accessible airport
services, PWD express lanes, and personnel-manned help desk;
2) Common practices of PWD and PAs involve preparation,
learning about airport regulations, doing medical check-up,
baggage packing, and consulting a travel agent; 3) Problems
identified by PWD and PAs are related to airport facilities
and services, booking, reservation and ticketing, and check
in procedures; 4) in-flight safety precautions (emergency
evacuation procedures), air travel rights, and boarding and
disembarkation procedures were the air travel information
needs of PWD.

SPED Ed-4438t

[ 4419 ]
LG
995 Nerpio, Giselle S.
2013 Modified strategies for teaching science to mainstreamed
E36 children with autism / Giselle S. Nerpio -- 2013.
N47 xi, 176 leaves, 12 unnumbered leaves: ill.

Thesis (M.A. Ed. Special Education) --University of the

Philippines, Diliman.
This descriptive study sought to determine the modified
teaching strategies employed by science teachers in teaching
grades 4, 5, and 6 children with autism (CWA) in the
mainstreamed science classrooms. A researcher-designed
questionnaire was administered to the 58 participants from the
15 schools in Quezon City, Manila, and Marikina to identify the
existing teaching strategies in Science. Class observations
where CWA were mainstreamed were conducted in two schools each,
in public and private institutions. Observation checklists and
anecdotal record were used to verify additional data. Informal
interviews were conducted with science teachers after class
observations while focus group discussions were made among
CWAs’ classmates. Frequency and percentages were used to
analyze and interpret data. Ranking was used to represent the
order of the approaches in terms of ease of application, the
challenges posed and effectiveness in the implementation, and
factors affecting teaching of CWA in mainstreamed science
classroom. The study revealed that common teaching strategies
employed are: (1) using rational inquiry approach (2) using
manipulative materials (3) forming a working group (4) lecture
(5) providing seatwork (6) using varied media and (7) teaching
with the textbook. To modify their teaching approach, the
following were used: (1) use explicit instructions (2) always
encourage CWA to participate in class (3) provide various types
of visual aids (4) rephrase questions (5) give concrete and
several examples (6) use choice boards in grouping (7) repeat
concepts numerous times (8) provide informational and
motivational feedback (9) include games in lessons (10)
highlight texts, use mnemonic strategies and participation
guides in using textbooks.

SPED Ed-4502t

[ 4366 ]
LG
995 Padilla, Maria Antonette U.
2013 Improving writing performance of children with autism
E36 using Handwriting Without Tears / Maria Antonette U.
P34 Padilla. -- 2013.
xi, 12-178 leaves : ill. (some col.)

Thesis (M.A. Special Education)--University of the

Philippines, Diliman.
This is a quantitative study about the effect of
Handwriting Without Tears (HWT), a handwriting curriculum
 developed by Jan Olsen, on legibility and speed of writing
of 16 children with autism after using HTW. The participants
were grade 1, age 6 and 7 year old students, from private
schools in Metro Manila. Pre-test and post-test were given
using The Evaluation Tool of Children's Handwriting (ETCH)
to measure legibility and speed. Findings indicated an
improvement on legibility of word, letter and numeral
writing, but there is no significant difference on the speed
of handwriting.

SPED Ed-4439t

[ 4367 ]
LG
995 Penuliar, Desiree Briones
2013 Readiness for and concerns of tertiary institutions in the
E36 admission of students with special education needs /
P46 Desiree Briones Penuliar. 2013.
154 leaves

Thesis (M.A.) Special Education--University of the

Philippines, Diliman.
This study aimed to determine the readiness and concerns
of tertiary-level educational institutions related to the
admissions of students with special educational needs
(SSEN). A survey research was conducted on 225 respondents
from 11 tertiary institutions in Metro Manila. Some of the
findings and conclusions showed that: 1) five inclusive
dimensions were fairly observed and provided in their
institutions, with institutional facilities and physical
setup as the most available while faculty readiness as the
least provided and observed; 2) curricular differentiation
was considered by the respondents grouped by course and year
level as the least provided due to the lack of guidelines
and awareness of practices and principles; 3) there were
significant differences in the mean scores of respondents
clustered by designation, course and year level, while none
among those by academic department and length of service;
and 4) students rated faculty readiness and acceptance of
SSEN by school population, differently significant from
student services personnel whose rating were much lower.

SPED Ed-4440t

[ 4420 ]
LG
995 Plazo, Noel T.
2013 Effects of pre-reading intervention on reading readiness of
E36 children with mild intellectual disability / Noel T. Plazo --
P53 2013.
xiii, 129 leaves: ill.

Thesis (M.A. Ed. Special Education ) --University of the

 Philippines, Diliman.
This one shot pre-test posttest research investigated the
effects of reading intervention for children with mild
intellectual disability in a self-contained school. Ten
children with mild intellectual disability served as
participants of the study. During the intervention, those with
fine motor skills problem underwent one hour of pinning and
removing clothespins on a container and molding clay into
snakes, dragons, and dinosaurs; those with speech problems
underwent oral-peripheral massage OPM) to help improve their
speech. Furthermore, the researcher applied explicit
instruction to the CMID when they are having difficulties with
the reading readiness (RR) activity. For the qualitative phase
of the study, the 10 CMID underwent interviews that elicited
information regarding their thoughts on what questions of the
RR Workbook they are having difficulties encountered during the
implementation of RR Workbook. For the quantitative phase, the
results of the Wilcoxon Signed Ranks test revealed statistical
significant differences in the reading readiness skills of
children with mild intellectual disability who underwent the
reading readiness intervention. The reading readiness skills
that improved due to intervention are the following: left to
right progression, correct return sweep, identifying curved
lines and circles and phonemic awareness. In terms of visual
discrimination and alphabet knowledge, changes are not
statistically significant. These results suggest that reading
readiness intervention coupled with correct reading readiness
instruction contribute to specific reading readiness skills
improvement.

SPED Ed-4503t

[ 4421 ]
LG
995 Raguindin, Princess Zarla J.
2013 Musical activities and science performance of pupils with
E36 visual impairment / Princess Zarla J. Raguindin -- 2013.
R34 v, 103 leaves: ill. (some colored).

Thesis (M.A. Ed. Special Education) --University of the

Philippines, Diliman.
This study investigated the differences in science
Performance of pupils with visual impairment before and after
Utilizing musical activities. A single subject design,
particularly ABAB Design, was used in the research, while the
Wilcoxon Signed Ranks was used for the statistical analysis.
The study was conducted in July 2013, and administered to
pupils from a school for the blind located in Cubao, Quezon
City. The study was participated in by six pupils whose visual
impairment was due to retinopathy of prematurity. The thematic
approach and subservient style in teaching music were utilized.
Musical activities like listening, moving to rhythm, singing,
using musical instruments and improvising were used. Similarly,
 the science lessons focused on life science particularly plants
as living things, parts of plants, and different kinds of
plants. The lesson plans used the format on instructional
planning recommended by Raiser and Dick 1996). Parents were
interviewed to document the difficulties of their blind
children in learning Science in terms of scientific
attitudes and process skills. The results from observation,
daily assessment, and unit assessment revealed that there was a
significant difference in the science performance of pupils
with visual impairment before and after utilizing musical
activities.

SPED Ed-4504t

[ 4422 ]
LG
995 Trono, Annabelle Jay-Ar O.
2013 Yoga and memory recall of individuals with down syndrome /
E36 Annabelle Jay-Ar O. Trono -- 2013.
T76 xi, 169 leaves: ill.

Thesis (M.A. Ed. Special Education) --University of the

Philippines, Diliman.
This study utilized an education-based yoga approach,
KidzYoga®, to investigate its effect on memory recall of
individuals with Down syndrome. One adolescent and five young
adults were purposively selected to form the research group,
who underwent 12 treatment sessions in the following interval:
AABAAB-break-AABAAB (A := with yoga, B := without yoga), using
a combination of a modified ABAB design and one-group pretest
and posttest design. The researcher, a certified KidzYoga®
teacher, facilitated all treatment sessions. The measures for
the treatment’s effect were the Visual Memory (VM) and Visual
Sequential Memory (VSM) subtests from the Test of Visual
Perceptual Skills-Revised (TVPS-R), as well as the classic
match-up memory game. Statistical analysis using the Wilcoxon
Signed Ranks test yielded a significant difference, though
there was a notable increase in posttest scores. Furthermore,
graphic analyses for the memory game task showed that the
intervention remarkably improved the participants’ performance
as the program progresses. Thus, the KidzYoga® methodology is
a promising adjunctive memory-enhancing tool to explore
alongside other therapeutic and educational interventions; as
well as to include in the Special Education curriculum.

SPED Ed-4505t