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TAGUIG CITY UNIVERSITY
1
COLLEGE OF EDUCATION
The Lived Experiences of Sped Teachers in Sentro

Kalinga Special Education Center at Taguig City: Utilization Of
Effective Strategies to Use for Students with Down Syndrome
A Research Paper Submitted to the

Faculty of College of Education
In Partial Fulfillment for the Degree

Bachelor of Education
Submitted by:
Aguilar, Stephanie
Claveria, Joan
Franco, Alexandra
Niepez, Marissa
Peraman, Lance
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APPROVAL SHEET
This action research entitled, “LIVED EXPERIENCES OF SPED TEACHERS AT
SENTRO KALINGA SPECIAL EDUCATION CENTER-TAGUIG: UTILIZATION
OF EFFECTIVE STRATEGIES TO USE FOR STUDENTS WITH DOWN
SYNDROME”, prepared and submitted by STEPHANIE AGUILAR, MARISSA
NIEPEZ, JOAN CLAVERIA, ALEXANDRA FRANCO and LANCE ADRIANE
PERAMAN in partial fulfillment of the requirements for the degree Bachelor of
Elementary Education, has been examined and is hereby recommended for oral
examination.
MONEMAR B. VELEZ, MAEd

Research Adviser
Approved in partial fulfillment of the requirements for the degree Bachelor of Elementary
Education by the Committee on Oral Examination with a grade of ______.
PROF. JEO J. MANIULIT

Program Chair
PROF.EDITHA MATEO PROF.JOCELYN EDILLO, MAEd

Member Member
Accepted in partial fulfillment of the requirements for the subject Research
JOJO I. BALTAZAR, MAEd

OIC Dean, College of Education
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ACKNOWLEDGMENT
First and foremost, praise and thanks to God, the Almighty, for his
showers of blessings throughout our research work. We would like to express our
deep and sincere gratitude to our research adviser, Monemar Velez, who made
this work possible.
The researchers would also like to extend our gratitude to our OIC Dean,
Jojo Baltazar MAEd, to our panelists, Jeo J. Maniulit, Editha Mateo, and Jocelyn
Edillo, and to Taguig City University for giving us the opportunity to do this
research and providing invaluable guidance throughout this research. Our thanks
and appreciation also to our respondents, who willingly helped us with their full
cooperation to answer our research questions.
Finally, to our parents and co-researchers who gave their suggestions and
shared their knowledge, we thank each one of us for the sleepless nights,
cooperation, and time to finish this research.
Aguilar, Stephanie
Claveria, Joan
Franco, Alexandra
Niepez, Marissa
Peraman, Lance
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TABLE OF CONTENTS
Page
Title Page ………………………………………………………………….……………………………..…..i
Approval Sheet ………………………………………………….………….............................................ii
Acknowledgement ……………………………….………………………...............….……………….….iii
Table of Contents……………….………………………………………….………….…………………....iv
Abstract ………………………………………………………………….…. ……….….………………. v-vi
1. Introduction
1.1 Context and Rationale……………………………………………………...………….….7-8
1.2 Theoretical Framework……………………………………………………...………...…9-10
1.3 Conceptual Framework………………………………………...………………...…….11-13
1.4 Hypothesis/ Assumptions………………………………………...…………………….….14
1.4 Statement of the Problem………………………………………...…………………….....15
1.5 Definition of Terms……………………………………………….……........................16-17
2. Methodology…………………………………………………………………………………….
2.1 Research Design……………………......………………………………………................18
2.2 Sampling Technique………………………………………………………………………..19
2.3 Scope and Limitations……………………………………………………………………...20
2.4 Research Instrument………………………………………………………………………..21
2.5 Data Gathering Procedures…………………..………………………………………..21-22
2.6 Data Analysis…………………………………………………………………………….
3. Results and Discussion………………………………………………………………………...23
3.1 Conclusion…………………………………………………………………………………..34
3.2 Recommendation…………………………………………………….…………………….35
4. References………………………………………………………………………………………36-38
5. Appendices………………………………………………………………………………………
5.2 Research Instrument/Questionnaire……………………………………………………..39
5.3 Letters (Scanned/Receiving Copy) ………………………………………………………40
5.4 Documents, Memoranda, Data/Figures………………………………………….............41
5.7 Curriculum Vitae…………………………………………………………………………….42
5.8 Researchers Bio note……………………………………………………………………….43

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ABSTRACT
LIVED EXPERIENCES OF SPED TEACHERS AT SENTRO KALINGA

SPECIAL EDUCATION CENTER-TAGUIG: UTILIZATION OF EFFECTIVE
STRATEGIES TO USE FOR STUDENTS WITH DOWN SYNDROME
Researchers: Lance Adriane C Peraman, Joan Claveria, Marissa P. Niepez,

Alexandra Franco, Stephanie Aguilar
Adviser: Prof. Monemar Velez
Keywords: Research, Phenomenological Study, Down Syndrome,

Inclusive Education, Effective Strategies, Sped Teachers
________________________________________________________________
This study aims to explore the lived experiences of sped teachers to
teaching interns imparting education to students with Down syndrome is a difficult
process since it requires the use of a variety of strategies. This present study
aims to explore the utilization of effective strategies by SPED teachers for
students with Down syndrome at Sentro Kalinga Special Education Center in
Taguig City using the phenomenological hermeneutic method under the
qualitative method, and a structured physical interview was applied as the data-
gathering instrument. Participants in this study include five (5) special education
teachers who are handling students with Down syndrome.
Through this study, it is hoped that educators and parents can gain insight
into the most effective strategies for supporting students with Down syndrome in
their learning journeys. By understanding the unique needs and challenges faced
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by these students, we can create more inclusive and supportive learning
environments that enable them to achieve their full potential in their academic
journeys. With this research, we hope to contribute to the development of
effective educational strategies for individuals with Down syndrome, ultimately
enabling them to reach their full potential and succeed academically.
The main objective of this study is to identify the various instructional
tactics utilized by sped instructors to run a productive self-contained classroom.
This study was driven by the question, "How can SPED teachers use those
effective strategies they used in supporting students with Down syndrome?".
In conclusion, educators may make sure that every student has an equal
chance of success by adjusting proactive and reactive instructional tactics to
match the specific needs of each student.
Lastly, future study should look at how students with disabilities move from
school to post-secondary life, including career options and independent living
skills. Researchers can contribute to bettering the outcomes for students with
disabilities and fostering a more inclusive society by tackling these issues.

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Introduction
Context and Rationale
Students with disabilities do also have hopes and dreams of their own and
for their future, just like all kids do. They require a top-level special education to
advance their knowledge and skills to reach their full potential to be an individual
grounded person. To ensure the students with disabilities, SPED teachers had
the chance to realize their academic potential. The purpose of this study is to
know the various challenges handled by the teachers in managing classes in
SPED. Consequently, this study focused on the issue of children with learning
disabilities by exploring the trials faced by SPED teachers who teach children
with learning disabilities (Down Syndrome) and how they overcome those
challenges within their class. Based on statistics from (UNICEF, 2022), In 1975,
Congress passed Public Law 94-142 (Education of All Handicapped Children
Act), which is now known as IDEA (Individuals with Disabilities Education Act).
Down syndrome, also known as trisomy 21, is a genetic condition caused by the
presence of an extra copy of chromosome 21. It affects approximately one in
every 700 births and is the most common chromosomal disorder. Individuals with
Down syndrome may experience intellectual disabilities, developmental delays,
and physical features such as slanted eyes and a flattened facial profile. The
study of Down syndrome has been ongoing for decades, with researchers
seeking to better understand its causes, symptoms, and potential treatments.

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Through advancements in medical technology and research, individuals with
Down syndrome have greater access to early interventions and medical care
than ever before. Despite this progress, there is still much to learn about the
condition and how best to support those who live with it.
Also, according to (IDEA, 2021) every student is required to have the
opportunity to complete their schooling in the Least Restrictive Environment
(LRE). The IDEA states: that placement of students with disabilities in special
classes, separate schools and other removal from the regular educational
environment occurs only when the nature or severity of the disability is such that,
even with the use of supplementary aids and services, education cannot be
satisfactorily achieved (IDEA). Special education is a crucial aspect of the
educational system that deserves attention and consideration. With our research,
we aimed to gain a deeper understanding of the unique challenges that students
with disabilities face in the classroom and how educators can best support them.
Through our findings, we longed to contribute to the development of more
effective teaching strategies and policies for students with special needs.
Additionally, by shedding light on the experiences of both teachers and students
in this field, we researchers want to promote greater awareness and empathy for
those who sail across these challenges daily.

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Statement of the Problem
The purpose of this study was to determine and define the potential
challenges or factors and what are the possible solutions that tend to be
implement inside the class. Specifically, the study aimed to determine the
essence of the lived experiences of special education teachers in accordance
with emotional and behavioral condition of students in self-contained classrooms
at Sentro-Kalinga Special Education Center-Taguig. How do these lived
experiences encourage their level of attitudes and beliefs about managing
students with Down-Syndrome. And what are the strategies of Sped teachers in
assessing and developing their cognitive capabilities of these students with
special needs.
The study was guided by the following research questions:
1. What is the fundamental character or core of the accumulated experiences
of instructing special education over an extended period?
2. What are the strategies implemented by Sped teachers to assess and
accommodate students with special needs, of those children with down-
syndrome?
3. How effective are these strategies in evaluating students with specific
needs?
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4. 4. How can we ensure that disabled children receive the necessary
support without segregating them into special education classes?
Theoretical Framework
This presents the related theories and concepts that will help the
researchers create a clearer picture of the research.
CLASSROOM LACK OF SPED

SUPERVISION TEACHERS
THE PROBLEM
FAMILY IS THE FINANCIAL
DISABLING
SUPPORT WORLD
CONSTRAINTS
SEGREGATED
DISCRIMINATION SCHOOLING
Figure 1.1. SUMMARY OF THEORETICAL FRAMEWORK
Special education is a field of education that aims to provide equal
opportunities for students with disabilities. The theoretical framework for special
education includes various models and theories that guide the practices in this
field. One such model is the social model of disability (Mike Oliver, 2019) which
emphasizes the role of society in creating barriers for individuals with disabilities.
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The social model of disability challenges the medical model by stating that
it is not an individual's impairments or differences that cause disability, but rather
societal barriers and attitudes towards those impairments. This approach
recognizes that people with disabilities are not inherently "less than" or in need of
fixing, but rather individuals who face extra obstacles due to the way society is
structured. By removing these barriers and changing attitudes towards disability,
we can create a more inclusive and accessible world for all.
Finally, collaborative problem-solving approaches are also commonly used
in special education. These approaches involve working with families, teachers,
and other professionals to identify problems and develop solutions that meet the
unique needs of each student.

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Conceptual Framework
The following conceptual framework presents the paradigm that the
researchers used un the process of developing this study.
INPUT PROCESS OUTPUT
 Student's • Individualized
emotional state learning plans
should be address Collaboration among
 Motivation level to the unique needs educators, parents, and other
of SPED of each student. professionals involved in the
Teachers student's care. Additionally, it
 Cognitive • Conduct interview would emphasize the
from the importance of creating a
abilities of
respondents. positive and self-contained
students with
Down Syndrome classroom environment that
• This would include fosters social-emotional
 Interview a range of development and builds self-
protocol strategies and esteem.
accommodations,
such as visual aids,
assistive
technology, and
differentiated
instruction.
Figure 1.2. RESEARCH PARADIGM
This study revolved around the research model which clearly explains the
direction of the study. Figure 2 explains the flow of this research.
The first box provides the Student’s Emotional State. According to Sembil
(2019), emotional is defined as: The viewpoint of action theory, emotional,

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motivational, and cognitive processes play an important role for an individual’s
development on each of the named levels, as they are indispensable to
perception and action regulation because of their relevance for the evaluation
and processing of internal and external information.
The second box represents the process on individualized learning plans of
Sped teachers, conducting interview questions from the respondents, and helps
the pre-service teachers acquire strategies and accommodations.
The third box shows the output among the collaboration of parents and
educators and with the other professionals that could give also the student’s
care.
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Definition of Terms
•Down Syndrome- Down syndrome is a condition in which a person has an extra
chromosome. Chromosomes are small “packages” of genes in the body.
•Discrimination in Special Education- Is a serious problem that affects many
students especially in Sentro-Kalinga Sped. Whether it is due to race, gender, or
disability status, discrimination can have devastating consequences for those
who people who had mental and physical disabilities.
•Explicit Education- Explicit education in special education involves a
systematic and structured approach to teaching that emphasized clear and direct
communication.
•Individualized Instruction- Is a teaching strategy used by Sped teachers in
Sentro Kalinga Special Education that shapes the instructional methods,
materials, and content to meet the exceptional needs and abilities of each
student.
•Learning Disability- Is a condition in the brain that causes difficulties
comprehending or processing information and can be caused by several different
factors.
•Special Educator- Teacher of students with Individual Education Plans and
employs special education curriculum.

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•Students with Special Needs- Students that require specialized instruction in
education from their parents/guardians and Sped teachers.
•Special Education- Sentro Kalinga focuses on helping kids with disabilities to
learn and develop their cognitive, psychomotor, and affective domains. But it
doesn’t mean placing kids in a special classroom all day long. In fact, federal law
says that kids who get special education services should learn in the same
classrooms as other kids as much as possible.
•Self-Contained- A program provides a separate learning environment to
students whose social, emotional, or behavioral needs require highly supportive
and supervised special education services throughout the school day. The Self-
Contained Program is essentially a school-within-a-school.
•The Hermeneutic Approach- In our study, this seeks to understand a certain
text that involves interpreting the meaning behind it. This method is especially
useful when analyzing complex or abstract works, such as poetry, philosophy, or
religious texts.
•Team Teaching- Two teachers (Special Educator, General Educator)
cooperatively plan, develop, and teach lessons.

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METHODOLOGY
Research Design
The researchers used the Phenomenological Hermeneutic Approach as
this methodology asserts that individual people are as unique as their life stories.
The goal of hermeneutic phenomenological research in special education is to
improve outcomes for all those involved by providing a deeper understanding of
their experiences and needs. According to (Husserl 1970), Pure
phenomenological research seeks essentially to describe rather than explain.
According to (Cabrera A, F. 2021), The belief that phenomenological
hermeneutic methods provide a perceptual lens for overcoming Cartesian
Dualism, this means that the two domains of reality are being compromised or
divided. The researchers used the Phenomenological Hermeneutic Approach as
this methodology asserts that individual people are as unique as their life stories
including the lived experiences of Special Education teachers in a self-contained
classroom.
Through a hermeneutic phenomenological approach to research,
Abrazado, J., Namoco, S., & Dalonos, S. (2021). The researchers can gain
insight into the experiences and perspectives of those SPED teachers who are
involved in an isolated classroom in special education. By examining the lived

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experiences of teachers in special education, students with special needs,
parents, and administrators. This study can provide a better understanding of the
challenges and opportunities that arise in this context. Through this process, the
researchers may also uncover new insights into effective teaching-strategies.
Sampling Technique
The researcher will use Purposive Sampling under Non-Probability
Sampling. A purposive sampling is a non-probability sampling that is selected
based on characteristics of a population and the objective of the study.
In addition, purposive sampling is also known as judgmental, selective, or
subjective sampling (Crossman, 2017). The objective of this sampling can be
very useful in reaching a targeted sample that will enable the researchers to
answer the research questions. The researchers used purposive sampling as this
was conducted in the school of Sentro Kalinga Special Education Center. By
using purposive sampling in special education research, researchers can gain a
deeper understanding of the experiences of individuals with disabilities and
identify effective interventions and accommodations that can improve their
outcomes. The respondents of the study are composed of 10 SPED teachers
who are willing to answer the conducted interview and personal reflections
regarding questions that were prepared by the researchers.

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Scope and Limitations
This is the part of the study where the researchers are going to state the
hindrances and exclusions that they had encountered. Such a situation made the
study limited as to the number of respondents. The study focuses on the
experiences of Sped teachers who are employing their strategies in caring and
helping their students with Down Syndrome in Sentro-Kalinga Special Education
Center in Taguig City. During the data gathering, some difficulties were
encountered that prevented the collection of data from the respondents thus the
researchers chose to prevent them.
Some difficulties that occur before conducting the structured interview are
inability of the respondents to attend the interview due to their lack of time; It can
also be difficult to ensure that all candidates are given equal consideration, as
some may have more experience or training than others. And lastly, the most
challenging part is to find the level of motivation of the respondents that are
passionate about working in SpEd at sentro-kalinga and the willingness to
commit in helping students with Down-Syndrome.
The researchers were able to interview the respondents that teach those
students with Down Syndrome. The allotted data gathering period is one month
and only 8 sessions took place at the said locale.

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Research Instrument
This study applied a group interview with SpEd teachers using structured
questions as the data-gathering instrument.
The researcher outlined the interview based on the evaluations and
personal reflections. It has two parts, the first part deals with the unstructured
non-participant observation wherein the researchers involve observing without
actively participating in it. The second and last part is answering the four
conducted structured interview questions about the experiences and strategies
they use with children with down syndrome at Sentro Kalinga Special Education
Center.
Data Gathering Procedure
After the validation of the instrument, the researchers allotted vigorous
time to catch the availability of the respondents at Sentro-Kalinga Special
Education Center in Taguig, effort and cooperation are needed to develop the
structured physical interviews with the Sped teachers. The questions are
appropriate and well modified from relatable research that is being formulated by
the researchers. During the interviews with the SpEd teachers, it is assumed that
there are questioners which are, “the researchers”, and one or more interviewees
who are the; “sped teachers”.

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The sole purpose of interview is to probe the ideas of interviewees about
the phenomenon or lived experiences in utilizing effective strategies in helping
those students with down syndrome.
Data Analysis
After collecting the interviews, they were transcribed literally and analyzed
using a qualitative method of an interpretative type, specifically narrative
analysis. The methodology of narrative theory allows the researcher to highlight
the categories of analysis from the available data without developing them from
the literature review; the latter is taken into consideration to construct
interpretative models. The term “narrative” has the form of a story or representing
the story. With this methodology, it is possible to build a rooted theory in the text
under observation, which in the case of the research presented here coincides
with the transcribed interviews. The objective of this methodological process is to
construct a psycho-social reality from the point of view of the participants, taking
as an object of analysis what they have affirmed.

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RESULTS AND DISCUSSION
The Special education teachers in Sentro-Kalinga and Em’s Signal Village
Elementary School shared their lived experiences and narratives on their lived
experiences during our conducted online and physical interview.
Based on the data extracted, the following themes emerged:
Classroom Management Factors
Theme I. Wide-ranging Provision
The first theme focused on the consistent and comprehensive support The
solitary principle of this study is to discover a variety of teaching strategies used
by SPED teachers to have a successful self-contained classroom. The question
that focused this research was: How to SPEd teachers utilize those effective
strategies that they used in helping students with Down-Syndrome? The context
and rationale behind this study answered the research question equally. The
results indicated that SPED teachers do really apply the quotation, “patience is a
virtue”. Without these characteristics, you cannot help those students with special
needs, they needed support each day that they would feel safe and loved by their
teachers just the way they are. Also, in self-contained classroom in Sentro
Kalinga, sped teachers are more like to provide students with scaffold to actively
participate because these children with special needs are always prepared for
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what was going to be taught to them by their parents with the guidance of their
teachers.
These are the apparent from their responses:
“It’s frustrating and very challenging, but I always keep in mind why I am
doing this, why they need our help. Just be positive and try your best to
help through your experiences in handling them. Who knows? Maybe one
you might be a Sped teacher soon, diba?” (T1)
“The essence of a Sped teacher is to adapt general education lessons

and teach various subjects to students with mild to moderate disabilities.
They also teach basic skills to students with severe disabilities.” (T2)
“Handling learners with special educational needs is very rewarding.

When it comes to appreciation, kindness and having a big heart of
parents, relative or friends of these children. They reciprocate the
time/effort that the teachers invest in teaching the children. But most
importantly, the joy that we have as teachers, witnessing the small
steps/achievements of these kids is so much of everything.” (T3)
“My years of teaching here in Special education are very crucial, pero
para saakin? I think that I am called by God to serve these kinds of
children which are more special than us. Ang pinaka vital component of
our educational system dito sa Sentro Kalinga, is that we provide children
with disabilities the opportunity to receive individualized attention and
specialized instruction shaped to their exceptional demands.” (T4)
“Medyo frustating lalo na kasi minsan may mga batangkatul;ad neto na

kahit ilang beses mo ituro yung isang bagay, hirap syang intindihin
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syempre tayo wala tayo magawa kundi intindihin dahil sped teachers tayo
eh, kahit minsan nauubos na yung pasensya natin” (T5)
“Teaching special education for many years can be a rollercoaster of

emotions. One moment, you feel accomplished and proud as your
students make progress and achieve their goals. The next moment, you
feel defeated and frustrated when you see the barriers they face and the
lack of support they receive. It is a constant balancing act between
advocating for your students, managing their unique needs, and
navigating bureaucracy.” (T6)
“In my 3yrs in teaching special education, marami akong napagdaanan,
challenges pero marami din akong natutunan isa na dyan ang pagiging
mapagpasensya kung paano I handle ang mga estudyante na may
especial na katangian. Isa sa mga memories na pinaka tumatak sa alaala
ko, nagkaroon ako na estudyante nung time na nanganak ako hindi ako
nakapasok ng ilang araw tapos nagulat ako ung isang estudayante naka
rating sa bahay may case siya ng Down syndrome hinahanap niya pala
ako, nakaka taba lang sa puso na may estudyante ka na naaalala ka kahit
hindi ka nakikita.” (T7)
In special education in Sentro Kalinga, choosing the right strategy and
motivation can make all the difference in a student's success. Zhang et al. (2019)
revealed that students with learning infirmities, it's important to adapt instruction
to their specific needs and abilities. This might involve using visual aids, hands-
on activities, or breaking down complex tasks into smaller steps.
Theme II. Attaining Optimal Execution of Strategies in Inclusive Education.

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Special education teachers suggested that it is very important to maximize
the effective strategies that they use in classroom, also with the cooperation of
their co-teachers, parents, and administrators. This will not be possible if they
cannot distinguish the complex potential gap between the learners and them as
SPEd teachers. In addition, they personally don’t want their learners to be
stagnant on specific learning outcomes, instead they want to be fully developed
grow gradually while enjoying certain activities inside the classroom.
“Alam niyo importante na may token or rewards lalo na kapag may

positive reinforcement kaming mga sped teachers. Yung Team-teaching
talaga yung most effective tools for encouraging effort and progress of the
students with down syndrome. Ultimately, the goal of any special
education strategies ay yung empowering the parents as a mere example,
it should allow students to achieve their full capability and become
confident learners.” (T1)
“Modifications at home and school for Down syndrome:
Empowering the parents, Assistive technological tools, Includes plenty of
visuals.Team-Teaching from Educators.Encourage use of
technology.Help them feel comfortable.Individualized instructions. Give
them tools to stay organized.” (T2)
“Special education teachers' strategies in assessing Learners with Special
Educational Needs are reliable. Because from the vast experience that we
have, we assess learners through keen observations, interviews from
sped teachers, and based on the assessment of developmental
pediatrician, teachers’ assessment give the updated or present condition
of the child. And from these assessments, early intervention follows.” (T3)
“Engaging activities can be an effective way to support children with Down
syndrome in their learning and development. Activities that focus on
sensory exploration, such as playing with textured materials or listening to
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music, can help promote cognitive development and improve

communication skills. Art activities like drawing and painting can also
encourage creativity and self-expression.” (T4)
“Ipaliwanag ng maayos at nang ilang beses yung gagawin at ipakita
sakanila kung paano para mas lalo nilang maintindihan. Kapag ginagawa
na nila yung isang bagay iguide pa din natin sila para mas lalo nila
maintindihan” (T5)
“Special education teachers use a variety of strategies to assess and
accommodate students with Down syndrome. One common strategy is to
use individualized education plans to identify each student's unique
strengths and needs, as well as any accommodations or modifications
that may be necessary for academic success. Teachers may also use
differentiated instruction techniques, such as small group instruction or
one-on-one support, to help students with Down syndrome access the
curriculum. Additionally, teachers may use assistive technology tools,
such as audio books or text-to-speech software, to help students who
struggle with reading or writing.” (T6)
“Yung pag isolate kasi sa mga batang may down-syndrome nakakatulong
sakanila mismo, pati saamin. May mga batang hindi pa fully developed
ang pagiging sociable at may fear or intimidated sila when someone is
looking at their works. Kami bilang Educators we can create a safe and
supportive environment where students feel comfortable asking questions
and seeking assistance without fear of judgement or ridicule from their
peers.” (T7)
Inclusive education is a dynamic and evolving field that requires careful
planning and execution of strategies to ensure its success. The key to attaining
optimal execution lies in creating an inclusive environment where every learner
feels valued, supported, and empowered. Firstly, it is essential to establish clear
goals and objectives that align with the principles of inclusive education
(Göransson and Nilholm 2014). This includes promoting diversity, fostering

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equity, and providing equal opportunities for all students. By setting these goals,
educators can develop tailored strategies that cater to the unique needs of each
learner. Secondly, collaboration and communication play a crucial role in
achieving optimal execution. Educators, parents, and support staff must work
together as a cohesive team to create a supportive network for students. Regular
meetings, open dialogue, and sharing resources can enhance collaboration and
enable effective implementation of strategies.
Thirdly, continuous professional development is vital for educators to stay
updated with best practices in inclusive education. Attending workshops,
conferences, and engaging in research-based learning can equip educators with
the necessary skills and knowledge to meet the diverse needs of their students.
Lastly, ongoing evaluation and assessment are essential to monitor the
effectiveness of strategies implemented. By collecting data, analyzing outcomes,
and making necessary adjustments, educators can refine their approach and
ensure continuous improvement. In conclusion, attaining optimal execution of
strategies in inclusive education requires goal setting, collaboration, professional
development, and ongoing evaluation. By prioritizing these aspects, we can
create an inclusive educational environment where every student can thrive.
Theme III. Empowering Mentorship to Foster an Engaged Community.

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In the realm of special education, fostering an engaged community is
paramount to the success and growth of students with unique needs. One
powerful tool that can facilitate this process is empowering mentorship. By pairing
experienced educators with those just starting their journey in special education,
a supportive network can be established where knowledge and expertise are
shared.
Through mentorship, new teachers can receive guidance and support from
seasoned professionals who have navigated the challenges and triumphs of
working in special education. This collaboration allows for the exchange of
practical strategies, innovative approaches, and valuable insights that can
enhance teaching practices. Moreover, mentorship creates a sense of belonging
within the special education community. It encourages open dialogue,
collaboration, and professional development opportunities. As mentors empower
their mentees, they inspire confidence and passion, ultimately fostering an
environment where all members feel valued and supported. By implementing
empowering mentorship programs, educational institutions can cultivate a culture
of engagement and inclusivity within the special education community. Through
these meaningful connections, educators can continuously learn and grow
together, ensuring that every student receives the quality education they deserve.

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“I’ll try to elaborate this by speaking my answers in English, it’s not

possible for a child who comes here for only one year and then they can
go out in the real world, no that’s not going to happen, usually two to three
years, four years, or until they age. Unless they do not progress or
develop their domains or let’s say meet the standards that they can learn
here in isolated classrooms? They will not go around freely yet.” (T1)
There are several benefits to this, including the ability to enhance a

student’s sense of independence. With the right support, every student
with Down syndrome can achieve his or her full potential in the classroom.
(T2)
It is important to determine students' previous knowledge kung ano ung
status ng bata at kung ano ung kailangan niya pang I-improve, skills kung
ano ung kaya katangian na meron na siya improve lang, and
understandings prior to teaching kung ano pa ung dapat niyang
matutunan in the long run. (T7)
This theme focused on special education programs that are dedicated to
fostering an engaged community through empowering mentorship. The
researcher believed that every student deserves a supportive and inclusive
environment where they can thrive academically, socially, and emotionally. Our
mentors in special education are always passionate individuals who are
committed to making a positive impact in the lives of our students. They provide
guidance, encouragement, and support to help students overcome challenges
and reach their full potential. Through one-on-one interactions and group
activities, our mentors build meaningful relationships with students, creating a
sense of belonging and empowerment. By promoting collaboration between
mentors, teachers, parents, and community members, we create a network of
support that enhances the educational journey for our special education students.
This collaborative approach ensures that each student's unique needs are met
29
and that they have access to the resources and opportunities necessary for
success. Through empowering mentorship, we strive to create an engaged
community where all members feel valued, respected, and supported. Together,
we can make a difference in the lives of our special education students and
empower them to achieve their dreams.
Theme IV. Promoting an All-Encompassing Educational Approach for

Students.
This theme concentrated on Inclusive education that is considered as a
cornerstone of a progressive and equitable society. By promoting an all-
encompassing educational approach for students with special needs, the Sped
teachers ensure that every child has access to quality education and
opportunities for growth. Embracing diversity in the classroom allows them to
create an environment where students can learn from one another, fostering
empathy, understanding, and acceptance. By providing appropriate
accommodations and support, they empower students with special needs to
reach their full potential academically, socially, and emotionally. Implementing
individualized education plans (IEPs) adapted to each student's unique strengths
and challenges ensures that they receive the necessary resources and
interventions needed for success.

30
Collaboration is crucial among educators, parents, and specialists to establish a
comprehensive support system that caters to every aspect of a student's growth.
By adopting a holistic educational approach, we dismantle obstacles and foster
an inclusive society that appreciates diversity. By ensuring equal educational
opportunities, we enable students with special needs to actively engage in their
communities, sharing their distinct viewpoints and talents. Let us unite in
constructing a future where all students can flourish and achieve, irrespective of
their abilities or dissimilarities.
“Yung pag isolate kasi sa mga batang may down-syndrome nakakatulong

sakanila mismo, pati saamin. May mga batang hindi pa fully developed
ang pagiging sociable at may fear or intimidated sila when someone is
looking at their works. Kami bilang Educators we can create a safe and
supportive environment where students feel comfortable asking questions
and seeking assistance without fear of judgement or ridicule from their
peers.” (T1)
“Self-contained classes can be successful because there is more one-on-
one time with students: Since self-contained classrooms usually have
smaller classes, students are able to receive more individualized attention,
giving the teacher a better feel of what their strengths, weaknesses, and
personality traits are.” (T2)
“We don't isolate children with special educational needs because we are
promoting Inclusion. We group LSENs according to their present level of
functioning, we teach them by group, or even one on one depending on
the behaviors or present skill that the children possess.” (T3)
“Isolating special education classes can be a successful strategy for giving
disabled kids the help they need because it allows for more individualized
attention and support. In these classes, teachers can tailor their instruction
31
to meet the specific needs of each student, providing them with the tools
and resources necessary to succeed academically and socially.
Additionally, being in a class with other students who have similar
disabilities can help foster a sense of community and belonging, which is
important for overall well-being. By creating an environment that is
supportive and inclusive, special education classes can provide disabled
students with the opportunity to learn and grow in a way that works best
for them.” (T7)
Education is a fundamental right, and every student, regardless of their
abilities or disabilities, deserves an inclusive and all-encompassing educational
approach. In recent years at Sentro-Kalinga, there has been a growing
awareness and recognition of the importance of providing quality education for
students with special education needs.
This research will delve into the significance of promoting an all-embracing
educational approach for students with special education needs, emphasizing the
benefits it brings to both individual students and for the community. Promoting an
all-encompassing educational approach for students with special education
needs is crucial for cultivating an inclusive and equitable society. The head of
special education at Sentro-Kalinga provides an equal access to education to
students with special needs, individualized learning, promoting social and
emotional development, enhancing academic performance, and preparing
students for the future, sped teachers create a conducive environment that not
only benefits individuals but society. Collective responsibility to ensure that all
students, regardless of their abilities, receive the education they deserve,

32
empowering them to reach their full potential and contribute meaningfully to
society.
Theme V. Social and Emotional Development
An inclusive educational approach fosters social integration and emotional
development among all students. When students with special education needs
are placed alongside their neurotypical peers, they have greater opportunities to
interact, collaborate, and form meaningful relationships. This interaction helps
reduce stigmatization and promotes empathy, tolerance, and understanding.
Regular social interaction also contributes to the social and emotional growth of
students with special education needs, improving their self-esteem, confidence,
and overall well-being.
“Teacher's strategies in assessment are effective if she/he knows the

learners present condition/disability and knows how to handle children's
behavior and later academic or different skills can introduce to the child.
Minsa nakakaapekto yung emotional state or yung behavior nila sa
mismong ginagawa nila during our session. But as a Sped teacher, I need
to be more patient and should accept the difficulty in handling them.” (T4)
“Palagi mo lang silang pupurihin sa mga bagay na ginagawa nila at
ipapaintindi ng maayos kapag May mga bagay na hindi dapat gawin. Kasi
kungdun palang di na naming maibigay yung respond na ineexpect nila
saamin may tendency na mag-iba yung mood nila towards saamin or sa
mga kaklase nila. Mahalaga yung emotional support sa kanilang
development stage.” (T7)
33
Social and emotional development plays a crucial role in the overall
growth and success of individuals, particularly in special education at Sentro-
Kalinga and ESVES. Sped teachers encompass the ability to form relationships,
manage emotions, and communicate effectively, all of which are critical skills for
navigating daily life. Throughout history, there have been significant contributions
made to the field of social and emotional development for special education, with
key figures paving the way for advancements in understanding and supporting
individuals with special needs. The researchers aim to explore the historical
context of social and emotional development for special education, identify
influential individuals, analyze their impact, and provide a balanced assessment
of the positive and negative aspects of this field. Additionally, future
developments related to social and emotional development in special education
will be discussed.
One of the key historical milestones in special education was the passing
of the Education for All Handicapped Children Act (EAHCA) in 2018, now known
as the Individuals with Disabilities Education Act (IDEA) in the United States. This
legislation mandated that children with disabilities be provided with a free and
appropriate education in the least restrictive environment. This marked a
significant turning point in special education, as it ensured that social and
emotional development would be addressed alongside academic development.

34
Although the field of social and emotional development in special education has
made significant steps, there are challenges that need to be addressed. One of
the main obstacles is the lack of resources and training for educators. Many
teachers may not have the necessary knowledge and skills to effectively support
the social and emotional development of students with special needs (Greene,
2019). This deficiency can hinder the implementation of evidence-based
strategies and approaches, limiting the potential benefits for students.
Furthermore, the diverse needs and strengths of individuals with special needs
require individualized approaches, which can be difficult to implement in
resource-constrained settings.
Theme VI: Different Approaches to Enhancing Special Education

Outcomes.
The theme focused on different approaches used by Special education
teachers in expecting greater outcomes in classroom organization where also in
this field should maximize on supporting students with disabilities and ensuring
their educational needs are met. Over the years, various approaches have been
developed and implemented to enhance special education outcomes. These
approaches aim to provide students with disabilities the tools and support they
need to succeed academically, socially, and emotionally.
“By improving the cognitive abilities of children with Down syndrome.

Activities that focus on sensory investigation, such as playing with
35
textured materials or snooping to music, can help promote cognitive

development and enhance interaction expertise.” (T4)
“Effective sya kasi makikita mo talaga na naiintindihan nila yung ginagawa
nila at makikita mo talagang may improvement sakanila, sa anong
paraan? Marami, katulad ng tinatawag naming team-teaching and
normally yung individualized teaching.” (T5)
Farrel (2020) highlights various approaches have been implemented to
enhance special education outcomes, with each approach having its own impact.
One approach is the inclusion model, which advocates for students with
disabilities to be educated alongside their non-disabled peers. The inclusion
model promotes social integration, fostering acceptance and understanding
among all students. Research has shown that inclusion can lead to improved
academic outcomes, increased self-esteem, and better social relationships for
students with disabilities. Another approach is the use of assistive technology,
which encompasses a wide range of tools and devices that support students with
disabilities in their learning process. Assistive technology includes devices such
as text-to-speech software, speech recognition software, and adaptive
equipment. This approach has had a significant impact on enhancing special
education outcomes by leveling the playing field for students with disabilities,
enabling them to access educational materials and participate in classroom
activities effectively. Positive behavioral interventions and supports (PBIS) is
another approach that focuses on teaching and promoting positive behavior in
students with disabilities. By creating a structured and supportive environment,
PBIS aims to reduce challenging behaviors and improve academic engagement.

36
This approach has been successful in improving student behavior and academic
performance, creating a positive school climate for all students.
Theme VII: The Impact of Individualized Instruction in Special Education
This theme focused on individualized instruction in special education
refers to tailored approaches that address the unique learning needs of students
with disabilities or exceptionalities. Notable individuals who have significantly
contributed to the field will be identified and analyzed, discussing various
perspectives and providing a well-reasoned analysis. Additionally, this refreshing
space of environment will cover both positive and negative aspects of
Individualized Instruction and consider potential future developments related to
inclusive education.
“When working with children who have Down syndrome, it's imperative to
identify their weaknesses and provide specific support to help them
weaken these tasks. One efficient way to do this is by creating
individualized learning plans that target given areas of weakness, such as
language development or fine motor skills.” (T4)
“Dahil yung mga batang may down syndrome kadalasan sakanila hindi
nila kayang makipagsabayan sa mga ginagawa ng mga normal na bata,
bukod sila ng school para mas lalo silang matutukan at mabigyan ng
special treatment ang bawat isa” (T5)
“Kaming mga Sped Teachers, talagang naka focus kami pagdating sa

pagtuturo sa mga batag ito. Kaya meron tayong dalawang klase ng
37
classroom instruction, which is inclusive classroom education, na kung

saan may mga estudiyante kaming fully developed na yung kanilang pag-
iisip at pwede na silang makipag ugnayan sa mga normal na bata. At
syempre yung tanong Ninyo na isolated classroom, dito naman kailangan
pagtutukan ng Mabuti ang mga batang ito dahil iba ang pag-iisip nila at
pagsasagawa nila kesa sa mga normal na bata, ang madalas naming
gaitin dito sa sentro kalinga ay yung collaboration between sped teachers
or yung team-teaching.” (T7)
Individualized instruction recognizes the diversity of students with special
needs, encompassing a wide range of learning styles, abilities, and challenges. It
promotes personalized education plans that accommodate individual learning
paces, preferences, and strengths (Michos et al., 2022).. By incorporating
specialized teaching methods, such as multisensory approaches and assistive
technologies, educators can effectively cater to diverse needs in the classroom,
ensuring that each student receives the support necessary to thrive
academically. Furthermore, individualized instruction encourages ongoing
assessment and modification of teaching strategies, allowing for continuous
adaptation to address the evolving needs of students with disabilities. This
holistic approach not only enhances academic performance but also fosters self-
confidence, motivation, and independence among students, empowering them to
achieve their full potential and actively engage in their educational journey.
Theme VIII: Creating an Inclusive and Supportive Learning Environment for

Students with Special Needs
38
The theme focused on the beneficial learning environment. Teaching
interns affirmed that the school provided a comfortable and cool atmosphere for
teaching students with exceptional needs, suggesting a pleasant and avorable
environment for both students and Sped teachers. The researchers describe the
school as not that spacious for the students, indicating ample rooms for students
to move and engage in various activities.
These are apparent from their responses:
“We don’t really have that much space to occupy 10 students at a time,
kung malalaman niyo na galing kami sa lower Bicutan diba? Doon Malaki
yung space namin para sa mga students naming na may special needs.
However, Sentro-Kalinga has a major plan to shift the students into much
greater space for them to learn.” (T2)
“The strategies used for assessing students with special needs can vary
depending on the individual student and their specific needs. Some
effective methods may include utilizing alternative forms of assessment,
such as visual aids or hands-on activities, providing extended time for
completing assessments, and using assistive technology to aid in
communication or completion of tasks. It is also important to consider the
student's learning style and any accommodation that may be necessary to
ensure a fair and accurate assessment.” (T6)
According to a study conducted by Adam and Blair (2019), creating a
beneficial learning environment for students with special needs is crucial for their
academic, social, and development. It involves providing tailored support,
appropriate resources, and inclusive teaching strategies to ensure that every
student could thrive in an educational setting.

39
Apparently, it is essential to provide individualized support guidance to each
student's specific requirements. This can include personalized education plans,
one-on-one tutoring, or assistive technology to aid their learning. Additionally,
creating a sensory-friendly classroom with minimized distractions and designated
quiet areas can significantly benefit students with sensory processing difficulties.
Furthermore, fostering an inclusive and supportive atmosphere among peers and
educators is crucial. Dietrich (2019), stated that encouraging empathy,
understanding, and acceptance within the classroom helps create a positive
social environment that promotes the overall well-being of students with special
needs. Ultimately, a beneficial learning environment for these students should
prioritize their unique learning styles and needs, ensuring that they have equal
access to education and opportunities for growth. In conclusion, preparation for
the future of special education learners is by promoting an all-encompassing
educational approach, we ensure that students with special education needs are
provided with the necessary skills and support to succeed in their post-school
lives. This approach enables them to develop strong academic foundations, as
well as vital life skills required in various domains, such as vocational training,
employment, and independent living. Equipping these students with the tools
they need to enter society confidently not only enhances their prospects but also
benefits society by fostering inclusivity and reducing dependency on social
welfare programs.
40
The data collection was finalized with an interview to capture a greater
understanding of the experience of the SPED teachers in their own voices. An
interview or conversation was conducted with seven SPED teachers at Senro
Kailnga Tagug City. The setting of the conversation is especially important when
interviewing teachers because the teacher’s expression and attitudinal
preferences are context-dependent (Scott, 2017).
Based on the statement of Teacher 1 and teacher 5, somehow have
similarities when it comes to their answers to research question number one (1).
Students with down syndrome are complicated in handling things in teaching, but
for her it serves as an inspiration to them to see the development of those
students throughout time. They are capable of certain things that a normal child
can’t do at a very young age. Such as being an organized and well-rounded and
individually grounded person. They referenced that dealing with sped deputies is
somewhat unsatisfactory, as some of the time, as per teacher 5, there are a few
sorts of students who truly can't get what you're showing them, and sadly, she
can't really make any difference with it as she is a sped instructor. The nature of
special education teaching makes Teacher 1 feel kind of challenged.,
According to Nachiappan et al. (2018), to overcome the problems of
teachers in teaching and learning, practical teachers must have wide knowledge
through extensive reading to implement the various activities and more
interesting. This was testified by one of the teachers that,

41
Moreover, their responses somehow stir up our egos to keep on striving
for certain things. They showed us the strengths and weaknesses of a certain
SPED teacher by letting the researchers observe in her class. Teacher 2
imparted many strategies to the researchers that she uses in her students with
down syndrome. Empowering the parents is the vital starting point as it is they
know the capabilities of their child, how they work in things they love the most,
and consciously acquire knowledge by asking and asking their parents and
guardians as well as their teachers.
Team teaching, explicit instruction, and the utilization of technological tools
are indeed necessary, in response to our second question, Teacher 1 and
Teacher 2 have the same preferred accommodations for their students. Educator
1 said that group teaching/ team teaching is the most compelling strategy to use,
while Instructor 2 said that group instructing, individualized or clear guidance, and
utilizing innovative apparatuses are the evaluation and convenience strategies
she or he is utilizing for those students with Down syndrome.
Teacher 5 said that we should make sure that students clearly understand
the instruction and demonstrate to them what they need to do to make sure that
learners will understand what they need to do in short clear instruction. Teacher 6
somehow said that using assistive technology tools as well would help students
who struggle with reading and writing. The improvement of students is the focus
of each respondent's response to our third question. They are always available
42
when it comes to assisting students with down syndrome, and in learning and
growth for as long as they require instruction. Each of the seven respondents
replied to our question number four (4), that segregating understudies is much
more supportive for the student, for the substitutes to be checked, and for the
instructor to assist the students who with requiring exceptional consideration.
They said that confining reserves who need exceptional consideration is far more
supportive for kids to develop and learn. According to (Zaheer, M., and Munir, S.
(2020) Down syndrome is a genetic condition that affects a person's physical and
intellectual development. It is not something that "develops" so they can go
around freely. People with Down syndrome, like all individuals, have the right to
freedom of movement and should not be discriminated against or limited in their
abilities because of their condition. They are valuable members of society who
have unique talents and perspectives to offer. (Cabrera, A. F., Peralta, A. M.,
&Kurban, E. R. (2018). It is important to promote inclusivity and accessibility for
people with disabilities to ensure they can live fulfilling lives and reach their full
potential.
CONCLUSION AND RECOMMENDATION
Conclusions
This study aims to know the experiences of Sped Teachers City at Sentro
Kalinga Special Education Center and tends to intensify the local government’s
efforts to utilize the strategies of Sped teachers as a matter of strength to

43
became more absolute. This qualitative research is composed of selected
respondents from Sentro-Kalinga Special Education and Em’s Signal Village
Elementary School.
The following conclusions drawn. Motivation level of SPED teachers. The
response of the respondents on their level of motivation of Special Education of
Teachers has an overall mean score of 4.03 or higher. The high level indicates
that the provisions relating to the motivation of Special Education teachers
embodied in the item are oftentimes practiced and is relatively evident. On the
other hand, Special education teachers are some of the most dedicated and
passionate educators out there. They work tirelessly to ensure that their students
receive the support and resources they need to succeed, despite facing a myriad
of challenges. Cognitive abilities of students with Down Syndrome Students with
Down syndrome often have cognitive abilities that vary widely from person to
person. Some individuals may have mild intellectual disabilities, while others may
have more severe impairments. To conclude, when it comes to special
education, there are many strategies that can be utilized to help students with
down syndrome to succeed. Some of the most effective strategies include
individualized instruction, where the teachers are applying scaffold strategy to a
certain student with the help of parents/guardians in special educational needs
(SEN), Team-Teaching, where two or more teachers having balancing teaching
skills, supportively plan, and implement the instruction for a single group of
students using flexible scheduling and group techniques to meet the precise
44
teaching. Furthermore, by using assistive technology according to Teacher 2
some students with down syndrome are also inclined with media and technology
where the Sped teachers impose the usage of visual aids with the accordance of
technological tools, such as diagrams, charts, and pictures can help students
better understand complex concepts and retain information more effectively.
Positive reinforcement, which was suggested by Teacher 1, where the parents
bound together to help these students with special needs. Teachers tried to
approach their parents in assessing the students in terms of behavior and social
communication. Parents have a big role for consistent approach when it comes to
developing their cognitive domain, it’s all about the way they think and is beyond
immeasurable. Psychomotor talks about their several skills in learning by doing,
also they can be counted upon the things they worked for. Lastly, the affective
realm may include their attitude, behavior, and characteristics. To sum up, by
tailoring pro-active and reactive strategies of instructions they would meet the
unique needs of each student, educators can ensure that all students have a fair
chance at success.
Recommendations
This phenomenological study has contributed to understanding the
experiences of Sped teachers and as for the future researchers we highly
suggest discovering the following wider considerations of how teachers in SPED
implemented and utilize the strategies they used in students with Sentro Kalinga
45
Special Education Center-Taguig. It should consider how teachers and schools
can be supported in implementing evidence-based strategies built upon a
pedagogy which combines hypothetical insights from a range of learning models
with knowledge of children, assessment, and curriculum. The researchers have
the following recommendations:
1. Future researchers in Special Education should focus on the
importance of early intervention and individualized instruction for
students with disabilities, more likely students with Down Syndrome.
Research should be conducted to identify effective teaching strategies,
accommodations, and modifications that can be used to support the
learning needs of students with diverse disabilities.
2. The research study should explore ways to increase parent
involvement and collaboration between families and schools. It is
important for future researchers to consider the impact of cultural
diversity on special education practices and ensure that all students
receive equitable access to high-quality education.
3. Finally, future research should also examine the transition process
from school to post-secondary life for students with disabilities,
including employment opportunities and independent living skills.

46
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Research Instrument
I. Structured Interview Questions

Direction: For each interview question. Kindly answer based on your
experiences as a Special Education teacher. There are no right or wrong
answers. All the responses given by you will be kept confidential and used for
academic purposes only.
 How would you characterize the essence or nature of your many years of
experience teaching special education?
 What assessment and accommodation techniques do Special Education
teachers use for these pupils, particularly those with Down syndrome?
 To what extent are such methods useful for identifying and
accommodating these Down syndrome students?
 Why isolating special education classes for kids with disabilities can be a
successful strategy for giving them the support they need to thrive and
attain their full potential?
II. Unstructured Non-Participant Observation

Involves observing a situation or event without actively participating in
it. The observer follows a predetermined plan for what to observe and
how to record data, typically using a video recorder or other structured
procedures. This type of observation is often used in research studies
to collect objective data about human behavior and interactions. It
allows researchers to gather information without influencing the
behavior being observed.
53
Communication Letters
54
Documents and Memoranda

55
Curriculum Vitae
Curriculum vitae (CV), document that describes an individual’s
qualifications and career history and typically constitutes the gateway
to a job interview and potential employment. Derived from a Latin
phrase that translates as “course of one’s life,” a curriculum vitae, or
CV, highlights achievements such as certificates, diplomas, and
degrees, awards received, articles and books published
(publications), and presentations made to conferences or groups by
the subject. A CV is generally two to four pages in length, depending
on the context. Both curriculum and curricula are accepted as plural
forms of the compound noun.

56
Researchers Bio Note
Lance Adriane C. Peraman. Born on December 04, 1999, in

Taguig City. He is currently a third-year college student at Taguig
City University. Family oriented and a well-rounded, individual
grounded person. His mother is a teacher at Em’s Signal Village
Elementary school. He is planning to pursue his desire as a
Professional licensed elementary teacher soon.
Lance Adriane C. Peraman. Born on December 04, 1999, in

Taguig City. He is currently a third-year college student at Taguig
City University. Family oriented and a well-rounded, individual
grounded person. His mother is a teacher at Em’s Signal Village
Elementary school. He is planning to pursue his desire as a
Professional licensed elementary teacher soon.
Stephanie S. Aguilar, Born on October 9, 1998, in Muntinlupa

City. She’s originally from in Cabuyao, Laguna but now lives in
Central Taguig. She is Currently a third-year college student at
Taguig City University taking a Bachelor of Elementary
Education. She is a Student-Athlete while managing her online
business to provide her daily needs and her studies. She wants to
become a successful business owner in the future and become an
Marissa Punay Niepez..Born on March 21,1981. Currently
studying at Taguig University College, Taguig City. Taking
up Bachelor Elementary Education. She is actively involved in
religious activities and determined to give my family a bright
future and be a good influence morally to my community. Her
goal is to become a unique and effective teacher to guide the
children in the service to God and fellowmen.
Alexandra Franco Born on February 13, 2002, she currently
resides in Taguig City. A third-year college student at Taguig
City University taking a Bachelor of Elementary Education. A
working student who enjoys pursuing a career and growth is
family-oriented, well-mannered, and always puts her family
before anything. Her goal is to finish her studies and become a
professional teacher someday.

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TAGUIG CITY UNIVERSITY

The Lived Experiences of Sped Teachers in Sentro

A Research Paper Submitted to the

In Partial Fulfillment for the Degree

MONEMAR B. VELEZ, MAEd

PROF. JEO J. MANIULIT

PROF.EDITHA MATEO PROF.JOCELYN EDILLO, MAEd

Accepted in partial fulfillment of the requirements for the subject Research

JOJO I. BALTAZAR, MAEd

this work possible.

cooperation to answer our research questions.

cooperation, and time to finish this research.

Title Page ………………………………………………………………….……………………………..…..i

Approval Sheet ………………………………………………….………….............................................ii

Abstract ………………………………………………………………….…. ……….….………………. v-vi

5.2 Research Instrument/Questionnaire……………………………………………………..39

5.3 Letters (Scanned/Receiving Copy) ………………………………………………………40

5.4 Documents, Memoranda, Data/Figures………………………………………….............41

5.7 Curriculum Vitae…………………………………………………………………………….42

5.8 Researchers Bio note……………………………………………………………………….43

LIVED EXPERIENCES OF SPED TEACHERS AT SENTRO KALINGA

Researchers: Lance Adriane C Peraman, Joan Claveria, Marissa P. Niepez,

Adviser: Prof. Monemar Velez

Keywords: Research, Phenomenological Study, Down Syndrome,

teaching interns imparting education to students with Down syndrome is a difficult

aims to explore the utilization of effective strategies by SPED teachers for

students with Down syndrome at Sentro Kalinga Special Education Center in

Taguig City using the phenomenological hermeneutic method under the

teachers who are handling students with Down syndrome.

by these students, we can create more inclusive and supportive learning

journeys. With this research, we hope to contribute to the development of

effective educational strategies for individuals with Down syndrome, ultimately

enabling them to reach their full potential and succeed academically.

The main objective of this study is to identify the various instructional

tactics utilized by sped instructors to run a productive self-contained classroom.

effective strategies they used in supporting students with Down syndrome?".

chance of success by adjusting proactive and reactive instructional tactics to

match the specific needs of each student.

school to post-secondary life, including career options and independent living

disabilities and fostering a more inclusive society by tackling these issues.

know the various challenges handled by the teachers in managing classes in

Congress passed Public Law 94-142 (Education of All Handicapped Children

presence of an extra copy of chromosome 21. It affects approximately one in

Down syndrome may experience intellectual disabilities, developmental delays,

seeking to better understand its causes, symptoms, and potential treatments.

Through advancements in medical technology and research, individuals with

Also, according to (IDEA, 2021) every student is required to have the

opportunity to complete their schooling in the Least Restrictive Environment

satisfactorily achieved (IDEA). Special education is a crucial aspect of the

we aimed to gain a deeper understanding of the unique challenges that students

Through our findings, we longed to contribute to the development of more

Additionally, by shedding light on the experiences of both teachers and students

those who sail across these challenges daily.

Statement of the Problem

essence of the lived experiences of special education teachers in accordance

with emotional and behavioral condition of students in self-contained classrooms

at Sentro-Kalinga Special Education Center-Taguig. How do these lived

experiences encourage their level of attitudes and beliefs about managing

assessing and developing their cognitive capabilities of these students with

The study was guided by the following research questions:

1. What is the fundamental character or core of the accumulated experiences

of instructing special education over an extended period?

2. What are the strategies implemented by Sped teachers to assess and

accommodate students with special needs, of those children with down-