SPED Status Thesis Philippines

MARINDUQUE STATE COLLEGE Page
SCHOOL OF ADVANCED EDUCATION i
STATUS OF THE SPECIAL EDUCATION PROGRAM IN THE DIVISION

OF MARINDUQUE: INPUT TO THE ENHANCEMENT
OF THE IMPLEMENTATION OF THE PROGRAM
EDNA MONTEREY JALOS
Submitted in Partial Fulfillment

of the Requirements
for the Degree Master of Arts in Education
(Educational Management)
in the School of Advanced Education
Marinduque State College
Boac, Marinduque
APRIL 2015
SCHOOL OF ADVANCED EDUCATION ii
APPROVAL SHEET
This thesis attached hereto, entitled STATUS OF THE SPECIAL EDUCATION
PROGRAM IN THE DIVISION OF MARINDUQUE: INPUT TO THE
ENHANCEMENT OF THE IMPLEMENTATION OF THE PROGRAM, prepared and
submitted by EDNA MONTEREY JALOS, in partial fulfillment of the requirements for the
degree of Master of Arts in Education (Educational Management) is hereby accepted.
COMMITTEE ON ORAL EXAMINATION
HOMER L. MONTEJO, Ed. D. ROSALINA J. VILLERO, Ph. D.

Chairman Adviser
LEODEGARIO M. JALOS JR., Ed. D. MARIA CECILIA S. MANAY, MA.Ed.

Member Member
NELSON RUFINO M. MONTEJO, Chem E. SUSAN B. PINEDA Ph.D.

Statistician Editor
Accepted in partial fulfillment of the requirements for the degree Master of Arts in
Education major in Educational Management.
HOMER L. MONTEJO, Ed. D.

Dean, School of Advanced Education
Date
SCHOOL OF ADVANCED EDUCATION iii
ACKNOWLEDGEMENT
This master’s thesis would not have been possible without the guidance and the help
of different individuals who in one way or another contributed and extended their valuable
assistance in the preparation and completion of this manuscript.
First and foremost, the researcher’s utmost gratitude is extended to Dr. Rosalina J.
Villero, her thesis adviser, whose sincerity and encouragement will never be forgotten by the
researcher. Dr. Villero has unselfishly imparted her immense knowledge and gave unfailing
support to the researcher;
Dr. Homer L. Montejo, Dean of the School of Advanced Education, for his moral
support and genuine concern to have this study defended successfully;
Dr. Leodegario M. Jalos , Jr. and Mrs. Maria Cecila S. Manay her panelists, for
their important comments and suggestions toward the improvement of this manuscript;
Engr. Nelson Rufino R. Montejo, her statistician, for the patience in analyzing
the pertinent data of the study;
Dr. Susan B. Pineda, her editor, for sharing her expertise in checking and editing
the manuscript;
Schools Division Superintendent, Mrs. Magdalena M. Lim, for the permission given
to conduct this study in the selected schools in the division of Marinduque; specifically in the
five districts which Special Education Program is being offered;

SCHOOL OF ADVANCED EDUCATION iv
Education Program Supervisor, Mrs. Lany M. Semilla and Dr. Constancia R.
Vasco, Mr. Romeo Magculang and Mrs. Cecil Logatoc for the support and assistance
given to the researcher, especially the time devoted in validating the research instruments.
The district supervisors, for allowing the researcher to utilize the respondents in the study;
The elementary school administrators, Special education Teachers, and the receiving
teachers, for their cooperation and participation in answering honestly the questionnaire and
providing all the information needed for this study;
Kamandugan Elementary School Principal, Mr. Julio R. Constantino, for the support
and guidance extended to the researcher;
Mrs. Lorna Q. Rivamonte, Mrs. Friendly Rolluqui, and Mrs. Rosalina Q. Roldan,
for their utmost concern and for sharing their insights to finish this manuscript;
Her husband, Ricardo Jalos, for inspiring her and giving her valuable support
and assistance all the way to finish this masterpiece;
Her children, Charles Edrei and Erich Hanniel for their hugs and kisses that really
inspire the researcher in having a hard time working on the paper;
Her family and friends, for their inspiration, encouragement, and financial support in
accomplishing this study;
Above all, to Almighty God, because through HIM, everything has been possible for
the glory and blessing HE showered. He has given the researcher strength, light, guidance and
wisdom to finally achieve her dreams to write a good paper that gave her the privilege to be
full-pledged masteral graduate.
The Researcher
SCHOOL OF ADVANCED EDUCATION v
DEDICATION
This research work is wholeheartedly dedicated to Almighty God for all the blessings
and spiritual guidance showered upon her;
To her husband, who has served as her inspiration from the beginning until the
completion of this master’s thesis.
To her children, mother, friends, every page of this manuscript is affectionately
dedicated.
EMJ
SCHOOL OF ADVANCED EDUCATION vi
ABSTRACT
This study aimed to find out the status of the Special Education Program in the Division
of Marinduque in terms of program institutionalization that includes the year the SPED program
was offered, the reasons why it was offered only after it was institutionalized, the changes or
innovations made, the type of SPED services offered, the types of child’s exceptionality enrolled
in the SPED program. It also covered the type of curriculum, the teaching approaches, the type
of instructional materials, the teachers’ teaching competencies, the teachers’ personal attributes,
and the adequacy of support provided by administrators and parents for the Special
Education Program. It also aimed to find out the problems and the corresponding solutions
undertaken, as well as suggestions or recommendations of the school administrators and teacher
respondents to improve the implementation of the Special Education Program in the Division
of Marinduque.
This study was conducted using the descriptive type of research and made use of a
questionnaire-checklist. All indicators listed were derived from the literature and studies
reviewed and were validated by some experts in the field. The indicators were techniques that
helped the researcher assessed the status of the Special Education in the Division of
Marinduque, specifically in the 11 schools where the SPED program is being offered. Data
gathered were tallied, organized and statistically processed employing descriptive statistics
such as frequency count, mean, and ranking. Analysis and interpretation followed with these
results.
The SPED program was offered in the Division of Marinduque after it
institutionalization in 1997, first at Don Luis Hiddalgo Memorial School, and most recently
at Ipil Elementary School in the school year 2013-2014. “No available SPED teacher to
handle” was the primary
SCHOOL OF ADVANCED EDUCATION vii
reason why it was initially implemented in only one school in 1997. Changes or innovations
were made through the years with some schools having acquired various instructional
materials, appliances, computer, manipulative, and educational toys that they used in teaching
children with specific exceptionalities. “Self-contained” was the most used SPED service.
The higher number of exceptionalities enrolled in the SPED program were the
gifted/talented children specifically in Don Luis Hidalgo Memorial School. Modified Curriculum
was the most used type of the curriculum in teaching children with specific exceptionalities.
Most of the specific approaches for specific exceptionalities are described to be very effective
while the available instructional materials used for teaching children with different
exceptionalities were said to very appropriate. Teachers’ competencies and personal attributes
are within the very satisfactory level. School administrators and parents provide support to
the Special Education Program is more than adequate.
Administrators and SPED teachers still encountered problems in the implementation of
the curriculum, employment of strategies/methods/approaches, need for instructional materials,
and physical facilities. These problems include no prescribed curriculum for specific
exceptionalities, insufficient instructional materials and teaching devices in some schools, lack of
needed trainings for teachers to completely understand and teach the program and the
curriculum, and no assessment tool needed for proper placement of the special children. There
were no SPED building and specialized instructional materials since the program lacked fund
and allocation and some parents were not supportive to the program.
On program implementation, only 11 schools in the Division of Marinduque offer the
Special Education Program. It was offered only in one school in the year of its
institutionalization in 1997 because there were no teachers to handle or to teach the curriculum.
Some changes were

SCHOOL OF ADVANCED EDUCATION viii
made such as acquisition of various instructional materials and teachers were sent to seminars
and training. Instructional materials were still insufficient for use. The available instructional
materials were appropriate for teaching. Attendance to seminars and training of teachers was
not enough to acquire and equip them with the needed skills. They need more training.
On curriculum implementation, majority of the schools offered “Self-contained” service.
Teachers made use of the “Modified Curriculum” to fit to the needs of the different cases of
exceptionality and disability they are handling. They employed different teaching approaches
and are using different instructional materials. Special Education teachers and receiving
teachers utilized the available instructional materials that they found appropriate for
learning of the children. More instructional materials were needed by the teachers.
On teachers’ competencies and personal attributes, both are within the “Very
Satisfactory” level. Trainings and seminars were needed to calibrate their skills and qualities to
teach special children.
In terms of support to the program by school administrators, supports to the SPED
program were more than adequate. School administrators included the program in the School
Improvement Plan, they conducted several campaigns with the community regarding the
program of the SPED, and provisions of some instructional materials were made, allocation of
fund to purchase specialized and assistive technology devices and materials for teaching children
with special needs, and fund for the construction of SPED building. Parents do showed adequate
support along the implementation of the program. They attended school program, cooperating
with teachers on the status of growth and progress of their children, and guiding their children.
However, some of them were not as participative and active because of lack of financial
resources. Some parents did not accept that their child has special needs.
SCHOOL OF ADVANCED EDUCATION ix
TABLE OF CONTENTS
Page
Preliminaries
Title Page………………………………………………………………....... i
Approval Sheet……………………………………………………………… ii
Acknowledgment……………………………………………………………. iii
Dedication…………………………………………………………………… v
Abstract……………………………………………………………………… vi
Table of Contents……………………………………………………………. ix
List of Tables ………………………………………………………………. xii
List of Figures ………………………………………………………………. xv
List of Appendices…………………………………………………………… xvi
Chapter 1. THE PROBLEM

Background of the Study ............................................................................... 1
Statement of the Problem............................................................................... 5
Significance of the Study ............................................................................... 6
Scope and Delimitation of the Study ............................................................ 8
Chapter 2. REVIEW OF RELATED LITERATURE AND STUDIES
Special Education........................................................................................... 9
Legal Bases of Special Education.................................................................. 10
Status of Special Education in the Philippines ............................................. 12
Special Education at National Level.............................................................. 16
Administration and supervision of programs at local level ........................... 17
Special Education at the Regional/Division Level ........................................ 17
Range of Special Education Programs and Services ....................................... 19
Child’s Exceptionality ................................................................................... 21
Gifted and Talented........................................................................................ 22
Emotional and Behavior Disorders ................................................................ 23
Hearing Impairment ....................................................................................... 24
Mental Retardation or Intellectual Disability ................................................ 26
Physical Impairment ...................................................................................... 27
Severe Disabilities ......................................................................................... 28
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Specific Learning Disabilities........................................................................ 28

Speech and Language Disorders or Communication Disorders .................... 29
Visual Impairment ......................................................................................... 30
Curriculum in the Special Education Program ............................................. 32
Curriculum “Plus” Skills................................................................................ 32
Functional Curriculum ................................................................................... 32
Modified Curriculum ..................................................................................... 33
Special Education Curriculum ....................................................................... 35
Approaches in Teaching Children with Special Needs.................................. 35
Applied Behavioral Analysis ......................................................................... 36
Behavioral Modification Technique .............................................................. 36
Diagnostic-Prescriptive Approach ................................................................. 37
Direct Instruction ........................................................................................... 37
Individualized Education Plan ...................................................................... 38
Individualized Instruction/One-to-One Instruction........................................ 40
Intervention Approaches ................................................................................ 40
Montessori Approach .................................................................................... 41
Multi-Sensory Approach ............................................................................... 42
Oral/ Aural Approaches ................................................................................. 43
Pull out Method.............................................................................................. 44
Task Analysis................................................................................................. 44
Instructional Materials ................................................................................... 46
Instructional Resources/Materials for the Gifted and Talented .................... 46
Instructional Materials for Children with Emotional Behavior Problem....... 48
Instructional Materials for Children with Hearing Impairment ..................... 48
Instructional Materials for the Intellectual Disability (Mental Retardation) .. 49
Instructional Materials for Children with Physical Impairment .................... 50
Instructional Materials for Children with Speech and
Language or Communication Disorders ........................................................ 50
Instructional Materials for Children with Specific Learning Disability ........ 50
Instructional Materials for Children with Severe Disabilities ...................... 51
Instructional Materials for Children with Visual Impairment ....................... 51
Special Education Teachers Skills and Competencies................................... 53
Special Education Teachers Personal Qualities ............................................ 56
Administrative Support to Special Education Program ................................ 58
Parents Support to Special Education Programs ........................................... 59
Conceptual Framework .................................................................................. 62
Definitions of Terms ..................................................................................... 64
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Chapter 3. METHODOLOGY
Research Design............................................................................................. 67
Research Locale ............................................................................................. 67
Population and Sample .................................................................................. 69
Research Instrument....................................................................................... 70
Data Gathering Procedure.............................................................................. 71
Statistical Treatment ...................................................................................... 71
Chapter 4. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 73
Chapter 5. SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMENDATIONS
Summary of Findings .................................................................................... 129

Conclusions.................................................................................................... 136
Recommendations ......................................................................................... 137
Bibliography ..... ....................................................................................................... 141

Appendices........ ....................................................................................................... 150
Curriculum Vitae ..................................................................................................... 194
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LIST OF TABLES
Table Title Page
1 Respondents of the Study 69

2.1.1 Year when SPED Program was offered 73
2.1.2 Reasons for Offering the Special Education (SPED) 75
Program after 1997
2.1.3 Innovations in the SPED Program after it was offered 77
2.1.4 Types of Services offered in the SPED Program 79
2.1.5 Types of Exceptionalities and Number of Pupils 80
Enrolled in the Elementary Schools with SPED Program
2.2.1 Curriculum Used in Teaching Children with Different 82
Exceptionalities
2.2.2.a Effectiveness of Teaching Approaches Used in Teaching 84
Pupils with Giftedness
2.2.2.b Effectiveness of Teaching Approaches Used in Teaching 85
Children with Emotional Behavior Disorder
2.2.2.c Effectiveness of the Teaching Approaches Used in 86
Teaching Pupils with Hearing Impairment
2.2.2.d Effectiveness of the Teaching Approaches Used 88
in Teaching Pupils with Intellectual Disability
2.2.2. e Effectiveness of the Teaching Approaches Used 89
in Teaching Pupils with Physical Impairment
2.2.2.f Effectiveness of the Teaching Approaches Used 91
in Teaching Pupils with Severe Disabilities
2.2.2.g Effectiveness of the Teaching Approaches Used 92
in Teaching Pupils with Specific Learning Disabilities
2.2.2.h Effectiveness of the Teaching Approaches Used 94
in Teaching Pupils with Speech Language Disorder
2.2.2.i Effectiveness of the Teaching Approaches Used 96
in Teaching Pupils with Visual Impairment
SCHOOL OF ADVANCED EDUCATION xiii
2.2.3.a Appropriateness of the Instructional Materials Used 98

in teaching Gifted/Talented Pupils
2.2.3.b Appropriateness of the Instructional Materials used 99
in teaching pupils with Emotional Behavior Disorder
2.2.3.c Appropriateness of the Instructional Materials Used 100
in teaching pupils with Hearing Impairment
2.2.3.d Appropriateness of the Instructional Materials Used in 101
teaching pupils with Intellectual Disabilities
2.2.3.e Appropriateness of the Instructional Materials Used in 102
Teaching Pupils with Physical Impairment
2.2.3.f Appropriateness of the Instructional Materials Used in 103
teaching pupils with Severe Disabilities
2.2.3.g Appropriateness of the Instructional Materials Used in 104
teaching pupils with Specific Learning Disability
2.2.3.h Appropriateness of the Instructional Materials Used in 105
Teaching pupils with Speech and Language Disorder or
Communication Disorder
2.2.3.i Appropriateness of the Instructional Materials Used 106
in Teaching Children with Visual Impairment
2.2.4.a Level of Teaching Competency of Teacher Handling 107
Children with Special Needs
2.2.4.b Personal Attributes of Teachers Handling Children 108
with Special Needs
2.2.5. a Administrative Supports Provided in the Implementation 110
of the Special Education Program
2.2.5. b Parents Supports Provided in the Implementation 111
of the Special Education Program
3.1 Problems Encountered and Solution Undertaken by the 113
Respondent in the Implementation of Special
Education Program in terms of the Curriculum
3.2 Problems Encountered in Teaching Approaches Used 114
in Special Education and Solution Undertaken
3.3 Problems Encountered in Instructional Materials Used 116
in Special Education and Solution Undertaken
3.4 Problems Encountered in Facilities Used in Special 117
Education and Solution Undertaken
SCHOOL OF ADVANCED EDUCATION xiv
3.5 Problems Encountered in the Administration 118

of the SPED Program
3.6 School administrators and SPED teachers problem 119
encountered in the parents support provided in SPED
with corresponding solution undertaken
3.7 Other Problems Encountered by the School administrators 121
and SPED Teachers in the Implementation of Special
Education Program with corresponding Solution
Undertaken to Solve the Problem
4.1 Recommendations of the Respondents to improve the 122
Implementation of the SPED Program in terms of the
Curriculum
4.2 Recommendations of the Respondents to improve the 123
Implementation of the SPED Program in terms of
the Approaches Used
4.3 Recommendations for the Instructional Materials 124
4.4 Recommendations for the Physical Facilities 125
4.5 Recommendations for the administration of the 126
Special Education Program
4.6 Recommendations for the Parents Involvement 127
4.7 Other Recommendations 128
SCHOOL OF ADVANCED EDUCATION xv
LIST OF FIGURES
Figure Title Page
1 The Research Paradigm 64

2 Map of the Division of Marinduque 68
SCHOOL OF ADVANCED EDUCATION xvi
LIST OF APPENDICES
Appendix Title Page
A Proposed Enhancement Program 150

B Letter to Access Pertinent Documents for the Study 168
C Letter for Validation of Questionnaire 169
D Letter to the Schools Division Superintendent 170
E Letter to the District Supervisor 171
F Letter to the Respondents 172
G Research Instrument 173
SCHOOL OF ADVANCED EDUCATION 1
Chapter 1
THE PROBLEM
Background of the Study
Special Education plays a pivotal role in providing children with special needs
appropriate services to develop their whole personhood to become independent and
productive members of the society towards a happy life.
According to Villamayor (2000), people are aware of the kind of service which is
geared toward educating children with disabilities and exceptionalities. This is due to the
unwavering support of many people who believe that the right of every child to access to
education is seen as a means of developing oneself, for the special child. Similarly, Ellito
(2000) states that special needs of children have certain rights to legislation, it includes that
all children must be provided with a free appropriate public education regardless of the
severity of their disabilities.
In a country like the Philippines which guarantees maximum self-realization to all its
citizens, children, and youth with special needs are provided with access to educational
opportunities that develop their potential and enable them to become productive members of
society and to live meaningful and fulfilling lives. The philosophy’s concepts and
commitments required to operationalize these aspirations are embodied in legislation,
educational planning, and allied services for all children and youth in general, and for those
with special needs in particular.

As stated in Batas Pambansa Blg. 232, individual has the right to quality education,
regardless of sex, age, breed, socio status, physical and mental conditions, social and ethnic
origin, political and other qualifications. Thus, in a democratic country, like the Philippines,
the state is believed to exist for the welfare of the individual as practiced in all democratic
societies including the Philippines. The right of all children to education is inherent in a
democracy. This philosophy has led to special programs for exceptional children.
The provision was also supported by the Magna Carta for Disabled Persons also
known as RA 7277 (1997) that provides for the Rehabilitation for Self Development and
Self-Reliance of Disabled Persons and their integration into the mainstreaming of society
and for other purposes. In addition, the Child and Youth Welfare Code (PD 603) Article 3
(2007) has specific provisions intended for the welfare of exceptional children to be treated
with sympathy and understanding and be entitled to treatment and competent care and be
given the kind of education and care required by this particular condition.
The above mentioned provision mandates that attention should be given to children
with special needs regardless of their disabilities and should be given privileges in
developing themselves according to their capacity and abilities. It also implies on how
children with special needs be addressed not only on how to communicate or to express
themselves but on how they can develop their capabilities and potentials to the highest
possible.
Several nations in Asia have endorsed the many international and regional
instruments guaranteeing the rights of ALL children and young people. Yet sadly, the vast
majority of people with disability in developing countries are segregated and isolated
deprived of even basic education. One hundred fifty million children under 15 years of age
are disabled; 93 million or 62% of them are in Asia Pacific Region; less than 5 % of them
received education or training. The number of children with disability is increasingly daily by
the hundreds (Inclusive Special Education Handbook).
Special education in the Philippines has so far provided for the needs of many
handicapped children. However, the number served is less than 2% of the estimated
exceptional population in need of special services. A recent nationwide survey identified 98,
200 exceptional children in various categories, out of the total school population of 850,000.
Of this number, some children do not receive SPED service while others are provided less
than marginal programs (Handbook on Inclusive Education, 1999).
Today, DepEd serves 11 types of children with special needs in public school. As of
the school year 2006-2007, 51% of whom are in the gifted program; the remaining 49% were
students with various disabilities such as hearing impairment, visual impairment, learning
disability, mental retardation, behavior problem, autism, and cerebral palsy. Students with
learning disabilities comprise 25% of students with special needs. However, up to this date,
many children with learning disabilities, mental retardation, and autism remain unidentified
in public schools (DepEd, 2006). National policies notwithstanding, programs, and services
for children with special needs are concentrated in the urban areas (Camara, 2003).
According to DepEd Secretary Luistro, the Department of Education has increased
the funding for its Special Education Program. The DepEd believed that a special learner
deserves special attention and specialized learning tools, thus, the increased in funding
support. Out of the fund each SPED Center will get P500, 000 subsidy for pupils’
development activities including training, educational trips, camp activities, sports, and other.
The amount will also fund the procurement of instructional materials. DepEd also allotted
funds for training of more teachers, school heads and SPED Supervisors. Division and
regional offices were instructed to monitor the implementation of the SPED Program. Up to
date, there are 329 SPED Centers recognized for Elementary and 169 SPED Centers for
Secondary. DepEd. Order no. 26, series of 1997 required the organization of at least one
SPED Center in each division and implementation of SPED Program in all schools in the
districts where there are students with special needs.
Contrary to the mandate, in the division of Marinduque, for the school year 2012-
2013, there are only eleven schools offered special education program in the whole division.
It caters a total of 182 special children with different exceptionalities. The division has 22
teachers under the Special Education Program, 16 have SPED plantilla item and 15 are
receiving teachers.
The statistics implied that the very low number of schools with Special Education
program show that program in the division is not fully implemented. There are children with
special needs in some barangay who have not yet experienced the program because schools
in their barangay do not offer the program, thus, some parents have to travel to the adjacent
school to bring their children and avail the SPED Program.
On the other hand, schools which already offered the program also encountered
problems in the implementation. Some teachers usually seek assistance from non-
government organization whenever they need to attend trainings and seminars because of
insufficient funds, some instructional materials were not also available, and in some schools,
teachers who teach the program as well as the administrators have insufficient training in
Special Education Program.
This study was then undertaken to assess the status of implementation of Special
Education Program in the division of Marinduque since the researcher believed that like any
education program, the implementation of such program should be regularly evaluated in
different aspects. Results of the study would serve as baseline data in enhancing the
implementation of Special Education Program.
Statement of the Problem
The main focus of this study was to assess the status of the Special Education (SPED)
Program in the division of Marinduque and how it may be enhanced.
Specifically, it sought answers to the following questions:
1. What is the status of the Special Education Program in the division of
Marinduque in terms of:
1.1 Program institutionalization
1.1.1 year when SPED Program was offered;
1.1.2 reasons why the program was offered only after its
institutionalization;
1.1.3 changes or innovation introduced by elementary schools;
1.1.4 types of SPED services offered;
1.1.5 types of child’s exceptionalities;

1.2 Curriculum
1.2.1 Types of curriculum;
1.2.2 Teaching Approaches;
1.2.3 Instructional Materials;
1.3 Teachers
1.3.1 Level of Teaching Competencies;
1.3.2 Personal Attributes;
1.4 Adequacy of support provided
1.4.1 administrative support;
1.4.2 parents’ support?
2. What were the problems encountered by the school administrators and teachers to
implement the SPED program and what solutions were undertaken to solve the
problems?
3. What are the recommendations of the SPED teachers and the school
administrators as input to enhance the implementation of the SPED program?
Significance of the Study
Assessment is a management tool. It is an indispensable function of national
management. Assessing the Special Education Program in the division of Marinduque is
deemed significant in obtaining and providing useful information for judging decision in the
implementation of the program.

As a consequence of the study, this may give significance to the following:
This study may give ideas to the key persons and Special Education Program
implementers in the division of Marinduque for the improvement of planning and
implementation of the Special Education Program.
Through this study, the difficulties encountered by the program implementers may be
identified and then remedial measures can be applied.
This study may give light to the reactions or attitudes of the School administrators
and SPED Teachers towards the implementation of the Special Education Program as one of
the government and DepEd thrusts.
For the teachers the SPED teachers and receiving teachers, results of this study may
determine their strength and weaknesses to which may lead for planning towards
professionalism and enhancing teaching competences for teaching children with special
needs.
For the parents, they may continue to cooperate and support their children especially
those with special needs for their guidance.
For the stakeholders, the result of this study may broaden their mind, to give heart
with helping hands and open opportunities for Children with special needs.
This may benefit for all the children with special needs in the division of Marinduque
to access equal opportunities in Education.
For other schools without the Special Education Program but have clienteles, this
study may inspire them to open the program in their respective schools.
For the future researchers, this may serve as future references as they conduct related
studies treated hereto.
Since evaluation is an essential component for improving a program, it is therefore
essential to assess the implementation of Special Education Program in the division of
Marinduque to determine its worth and to provide services to prospective clienteles.
Scope and Delimitation of the Study
The study aimed to determine the status of the implementation of Special Education
Program in the division of Marinduque. This was conducted school year 2013-2014 in
selected public elementary schools with SPED program in the division.
This study covered the eleven elementary schools from the six districts in the division
of Marinduque that offer only SPED Program. It includes Don Luis Hidalgo Memorial
School from Boac North, Gasan Central from Gasan District, Gabaldon Elementary School
from Santa Cruz South District, Santa Cruz East Central School from Santa Cruz East
District, Santa Cruz North Central School, Lamesa Elementary School, Kamandugan
Elementary School, Balogo Elementary School, Botilao Elementary School, and Ipil
Elementary School, from Santa Cruz North District, and Torrijos Central School from
Torrijos District.
The respondents of the study were the 37 teachers handling SPED and the 11 school
administrators.
To generate the needed data for the study, the researcher made use of a questionnaire
–checklist supported with an interview to gather more information from the respondents.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents selected literature and related studies relevant to the study that
will give direction and provide additional insights and information for deeper understanding
of the problem presented for investigation.
Special Education
Special Education is an essential education program in response for the major thrust
of the Department of Education which is the Education for All (EFA) 2015. Thus, special
education program is an answer for the needs of exceptional children and the rights of
individual with disabilities. As defined by Heward (as cited by Taub, 2006) it is a response
brought about by parental advocacy, litigation, legislation, and increasingly self-advocacy by
disabled persons themselves. At another level, he also stated that special education is a
profession with its own history, cultural practices, tools and research based focus on the
learning needs of exceptional children and adults. In addition, special education is also
characterized by the use of research-based teaching methods, the application which is guided
by direct and frequent measures of student performance (Bushell & Baer, 1994; Greenwood
& Maheady, 1997).

Legal Bases of Special Education
Special education in the Philippines is anchored on fundamental legal documents that
present a chronology of events on the growth and development of the programs. The first
legal basis of the care and protection of children with disabilities was enacted in 1935.
Articles 356 and 259 Commonwealth Act No. 3203 asserted “the right of every child to live
in an atmosphere conducive to his physical, moral, and intellectual development” and the
concomitant duty of the government “to promote the full growth of the facilities of every
child.”
Other legal bases include Republic Act No. 3262 “An Act To Promote the Education
of the Blind in the Philippines, Republic Act No. 5225 “An Act Establishing a Ten-Year
Teacher Training Program for Teachers of Special and Exceptional Children” was signed
into law in 1968. The law provided for the formal training of teachers for deaf, hard-of-
hearing, speech handicapped, social and emotionally disturbed, mentally retarded and
mentally gifted children and youth at the Philippine Normal University and the University of
the Philippines.
Still another important legal basis is the Education Act of 1982 or Batas Pambansa
Bilang 232 that states the right of every individual to relevant quality education regardless of
sex, age, breed, socioeconomic status, physical, and mental condition, social and ethnic
origin, political and other affiliations. Section 24 of Special Education Service of the same
law affirms that the State further recognizes its responsibility to provide, within the context
of the formal education system services to meet special needs of certain clientele. These
specific types shall be guided by the basic policies of state of embodied on General
Provisions of this Act which include Special Education, the education of persons who are
physically, mentally, emotionally, socially, culturally different from the so-called ‘normal’
individuals that they require modification of school practices and services to develop to their
maximum capacity (Inciong et al, 2007).
In support to this, the Department of Education ordered the institutionalization of
Special Programs in all schools in the Philippines under DepEd Order No. 26, 2. 1997. It
aims to provide access to basic education among children with special needs which include
the gifted/talented, the mentally retarded, the visually impaired, the hearing impaired, the
orthopedically handicapped, the learning disabled, the speech defectives, the children with
behavior problems, the autistic children and those with health problems through the formal
system and other alternative delivery services in education.
Furthermore, the order calls for all division under the DepEd to organize at least one
SPED Center which will cater to children with special needs. Programs organized here shall
adopt the inclusive education concept or the different types of SPED programs suited to the
needs of the learners. The SPED center shall function as a resource center to support children
with special needs integrated in regular schools, to assist in, the conduct of in-service
trainings, to produce appropriate teaching materials; and to conduct continuous assessment of
children with special needs.
Likewise, all district levels are mandated to organize SPED programs in schools
where there are identified children with special needs. On the other hand, SPED center shall
assist the teachers in the assessment of children with special needs and in the orientation of
the regular teachers who teach these special children. The DepEd order also mandates local
trainings at the regional, division, and district levels which shall be conducted by school
administrators and teachers who have had trainings in SPED to tap their expertise and to
ensure that the education of children with special needs is an integral part of the educational
system, annual allocation for extension position was provided for teachers.
Status of Special Education in the Philippines
Special education in the Philippines has so far provided for the needs of many
handicapped children. However, the number served is less than 2% of the estimated
exceptional population in need of special services. A recent nationwide survey identified 98,
200 exceptional children in various categories, out of the total school population of 850,000.
Of this number, some children do not receive SPED service while others are provided less
than marginal programs.
Based on the synthesis of 13 regional reports, it appears that special education has
become a significant component of general education in the country today. The extent of
special services nonetheless is still considered far from adequate. Among the priorities still
needing strengthening are: staff development, instructional materials development and
administrative support including other forms of support mechanisms.
Enrollment figures show that there are more programs for the intellectual deviates-
the mentally retarded than or the other areas of exceptionality. Identified as the most feasible
SPED programs in the regions are: first, self-contained classes in special education centers
for the gifted, the mentally retarded, the deaf, the physically handicapped, and children with
behavior problems; second, integration and itinerant teaching for the blind; third, resource
room services in regular schools. In the National Capital Region, there is a concentration of
special schools both public and private, and a greater variety of service delivery systems; not
to mention more recent programs on mainstreaming, including reverse mainstreaming.
Since its inception in 1907, special education has grown to include special services
for 8 major classifications of individuals with exceptional needs which are physically
handicapped, mentally retarded, mentally gifted, visually impaired, hearing impaired, speech
defective, children with behavior problems, and children with special health problems. Each
of these programs has numerous subcategories developed at different times for essentially
different reasons, in response to the needs and demands of various groups of people. In
addition to the regional programs are types of public and private special schools. The purpose
of the public school is to provide education for the blind, the deaf, the orthopedically
handicapped, the retarded, the children and youth with behavioral disabilities including the
recovered mental patient and the drug dependents.
Today, in the Philippines, DepEd serves 11 types of children with special needs in
public school. There are 963 school teachers who have trainings in SPED under the Teacher-
Training Program in Special Education of the Department of Education. Of these, 552 or
69.7% are actively involved in the SPED program. At an average of 15 exceptional children
per class, this number of teachers is hardly sufficient to respond to the needs of the identified
exceptional children. To meet the short fall in the supply of teachers, a mobile training
program for teachers was conceived. The national/workshop for trainers of teachers was
implemented as the initial phase of this particular program.

The Department of Education has realized different ways which are effective in
teaching individuals or so called “able children”. On the contrary, DepEd came across
realizing that there are children who need special attention also deserve to learn and attend
formal education. These are children with special needs like those blind or visually impaired,
deaf or with hearing and communication disorders, orthopedic, and other health impairments.
Prior to this, a small number of children with disabilities though not properly assessed
were actually studying with their peers in a regular classroom. With the advent of special
education, children were thus identified, assessed, and referred to a special class.
It was in the 60’s when mainstreaming gained acceptance. As stated by Inciong
(2001), the Department of Education, Culture and Sports has actually operationalized both
partial and full mainstreaming three decades ago. While on a very limited basis, the deaf and
the blind children were actually enrolled in the secondary schools in an integrated set-up.
The need in social involvement for differently able person should be given an
attention and so Section 1 of Article V states that the curriculum for special education
program shall be based on the curriculum prescribed for the regular school by the
Department of Education, Culture and Sports. The schemes may be adopted for special
education program depending on the reasons of the special learners.
Deaf pupils may be in some cases are those who are mentally normal and even have
excellent mental capacity where only hearing is affected that resulted also of being mute.
But in other cases, there are those who have multiple disabilities where made from being deaf
and mute physical difference like lameness, cerebral palsy, down syndrome with mental
disorders affect their behavior and attitude that give difficulties for teachers and pupils in the
process of learning, but this conditions should not be a hindrance for these pupils to come to
school and learn.
Furthermore, Section 5, Article 1 of Policies and Guidelines for Special Education
(1987) specify that the ultimate goal of Special Education shall be the integration or
mainstreaming of learners with special needs into the regular school system and eventually
into the community.
The government even though they are aware of these disabilities and know how hard
teachers can cope with the situation has begun establishing programs and curriculum in
public schools for the normalization of these children. They have started implementing the
existence of special classes without much expense but almost with the same benefits they
could give unlike in the private schools with high tuition fees that could bring another
problem for parents who have low family income. Mainstreaming of pupils with disability
but can independently relate to class or normal children where in some subjects teach
manipulation of materials, learning through loco-motor development, experiments, counting
numbers is being utilized as early as in elementary grades.
In addition, Inciong (2003) stated that the Salamanca in Statement of Principle, Policy
and Practice in Special Needs Education emphasizes that the fundamental principle of
inclusion school is that all children should learn together, whether possible, regardless of any
difficulties or differences they may have. Inclusion is also implemented where differently
able children can be enrolled to a normal class in exception with the deal who are advised to
have a shadow teacher or teacher interpreter to sign language purpose in high school.
Special Education at National Level
The formerly Department of Education, Culture and Sports, now DepEd is vested
with the responsibility for the administration and management of special education programs
and services in the country. The Division of Special Education under the Bureau of
Elementary Education takes national responsibility for providing leadership and guidance
over school programs. Eventually, the Division shall limit its functions over special
education to the elementary level, as soon as special education divisions are established in
the Bureau of Secondary Education and the Bureau of Higher Education, to provide
administrative, supervisory, and consultative services at these levels in the regional offices all
over the country.
The Division of Special Education has four main functions: firstly, it provides the
board framework and minimum standards for use in establishing and maintaining field
programs in special education; secondly, it extends assistance to field programs in planning,
establishing, maintaining and supervising such programs; thirdly, it manages the Philippine
Printing House for the Blind, the repository of Braille textbooks and special education
materials for visually impaired learners; and lastly, it maintains a balanced education
program that promotes a total understanding of the problems involved in the education of
these children and avoids unnecessary duplication of services.
Furthermore, the Division of Special Education operationalizes the aforementioned
functions through the following procedures: (1) Development of policies in establishing and
maintaining programs for children with special needs; (2) Establishment of inter-linkages
with public and private agencies for support services; (3) Establishment of intra-linkage with
other divisions and bureaus in the Department of Education, Culture and Sports for the
adequate development of special education services at all levels; (4) Preparation of bulletins,
guides, and memoranda; (5) Coordination with the Office of the Secretary of Education and
the Director of the Bureau of Elementary Education.
Administration and Supervision of Programs at Local Level
Programs at regional level are the responsibility of the regional and division offices of
the Department of Education. The Division of Special Education provides the incentive for
regions to initiate and develop special education programs through assistance in the
following activities: first is the screening, assessment, and identification of exceptional
children for appropriate special education placement; second is the selection and training of
teachers, curriculum development, procurement of special equipment and instructional
materials; third is the interpretation of policies and regulations; fourth is the conduct of
workshops, seminars, and conferences for professional growth; and fifth is the utilization of
services available from other local and national agencies.
Special Education at the Regional/Division Level
It will be noted that the primary role of the Department of Education, Culture and
Sports is one of the leadership. However, such leadership needs the co-operation and support
of the regional school administrators, teachers, parents, and community personnel to build
and maintain strong special education programs in the country.

The regional and division offices, through the directors and superintendents, hold the
responsibility for the initiation and implementation of special education programs. The total
school system is responsible for the education of children with special needs and overall
effectiveness depends largely upon the leadership and cooperation of the administrative and
teaching staff at regional and division level composed of the school superintendents,
principals, supervisors/coordinators, regular and special education teachers.
The school superintendent as the chief administrative officer of the entire division is
entrusted with the leadership role of making special education a part of the total educational
structure. He recommends official policies to the local school board so as to ensure adequate
special education services and interprets to division personnel special education philosophy,
and procedures in program implementation and supervision. The superintendent is the
logical contact for ancillary agencies and the Division of Special Education of the
Department of Education, Culture and Sports.
The school principal has direct supervision over school-based programs and services
for children with special needs. He creates an atmosphere of special education within the
school system mainly through mainstreaming or partial integration of exceptional children in
regular classes for those who cannot benefit from the former type of placement. He provides
the physical facilities for the program and assists the special education teacher in the
procurement of special equipment and supplies. He assists the special education teacher in
the dissemination of information to other teachers, students, guidance counselors,
medical/dental personnel, parents, and other community groups. The principal is the key
person in the education of exceptional children side by side with their normal peers.
The school supervisor/co-coordinator is assigned to direct and supervise special
education programs either of the resource room/self –contained or itinerant type. He assists
the teacher in arranging a workable district-wide schedule in consultation with the school
principals and in the procurement of special facilities, equipment, book, and other needs of
the exceptional learners.
The regular school teacher and the itinerant or re+2source special education teacher
coordinate their roles since they both function in areas of concern to the exceptional learner.
They share the responsibilities for program planning and for meeting the needs of the child
both in the regular class and in the resource room. Since the exceptional child is enrolled in
the regular class, the classroom teacher assumes responsibility for the over-all educational
program of the child. He adapts his teaching styles and procedures to enable the exceptional
child to maximize participation.
The special education teacher in the self-contained classes in the regular school works
under the direct supervision of the school principal and the special education supervisor or
the coordinator. Special schools are administered by a principal and are under the
supervision of the special education unit of each regional office.
Range of Special Education Programs and Services
According to Inciong et.al (2007), an array of special education programs and
services are available in the country which are offered by public schools and private
institutions such as full integration/mainstreaming of blind and deaf students in regular
classes; partial integration of the deaf in regular classes; and self-contained special classes for
the mentally retarded, intellectually gifted/talented, those with behavior problems, and the
speech impaired.
Integration/mainstreaming programs as explained by Quijano (2007) carried out
through either the resource room plan or the itinerant teacher plan. The resource room like
other children at the appropriate level, goes to a resource room teacher who renders special
instruction such as Braille reading/writing and tutorial assistance to supplement the work for
the classroom teacher. For the itinerant teacher plan, a travelling teacher serves two or more
schools to enable the special child to attend the school nearest his home. Under both plans,
the teacher provides consultative services to the regular teacher and other school personnel,
prepares special instructional materials and assists in processing special textbooks and
equipment.
On the other hand, Capulong (2007) said that when the child cannot benefit from full
integration, then partial integration is resorted to and the cooperative class plan is
implemented. Here, the child receives academic instruction in communication arts,
mathematics, science, and social studies. He joins the regular class in some subjects, usually
physical education, music, arts, work education, and co-curricular activities. Whenever
possible, the child is moved from partial to full integration in regular classes which usually
takes place in the upper grade levels.
Another service discussed by Inciong et al., (2007) in their book “Special Education
in the Philippines” is the Self-Contained. Accordingly, children with severe cases or those
who have multi-impairment and even the intellectually gifted learners are educated here.
They explained that self-contained service is under the provision of pull-out, in which
children with severe disabilities have to be taught separately to make them ready for
mainstreaming group. In this service, children are taught to participate in the non-academic
co-curricular activities of the regular school.
Child’s Exceptionality
Santiago (2010) defines child’s exceptionality as child and youth with special needs
such as the gifted and fast learners and those who are disabled, impaired, and handicapped.
He/she differs from the average child in mental characteristics that he/she requires modified
school practices or special education services to develop to his/ her maximum capability.
On the other hand, Camara (2010) specified the 12 disability categories, briefly as
follows: autism, communication disorders, deaf-blindness, hearing impairment, mental
retardation, multiple disabilities, orthopedic impairments, learning disabilities, traumatic
brain injury, and visual impairments.
Moreover, the putative Special Education Act of 2007 identifies ten groups of
Children with special needs (CSNs) namely: gifted children and fast learners, mentally
handicapped/mentally retarded, visually impaired, hearing impaired, children with behavior
problem, orthopedically handicapped, children with special health problems, children with
learning disabilities, dyslexia and developmental aphasia, speech impaired and persons with
autism.
In the Philippines, Inciong et al., (2007) categorized the exceptionalities among
children and youth with special needs as mental retardation, giftedness and talent, specific
learning disability, emotional and behavioral disorders, speech and language disorders or
communication disorders, hearing impairment, visual impairment, physical impairments, and
severe disability.
Following are the vivid descriptions of children’s exceptionality.
Gifted and Talented
Gifted and talented refers to high performance in intellectual, creative or artistic
areas, unusual leadership capacity, and excellence in specified academic field. Giftedness,
according to Renzulli (as cited by Inciong et al., 2007) is the trait of above-average general
abilities, high level task commitment, and creativity. In addition, Renzulli (as cited by
Inciong et al., 2007) defined giftedness as results from the interaction of above-average
general abilities, a high level of task commitment, and creativity. Gifted and talented children
are those possessing or capable of developing this composite set of traits and applying them
to any potentially valuable area of human performance. Children who manifest or are
capable of developing an interaction among the three clusters require wide variety of
educational opportunities and services that are not ordinarily provided through regular
instructional programs.
Researches in the field of Special Education revealed that giftedness is characterized
by superior memory, observational powers, curiosity, creativity, and the ability to learn
school-related subject matters rapidly and accurately with a minimum of drill and repletion,
has a right to an education that is differentiated according to these characteristics.
(Feldhusen, 1992; Piirto, 1999; Silverman, 1995).

In addition, Shakless (as cited by Heward, 2003) listed the identifiers of young gifted
and talented children such as: 1) exceptional learners in the acquisition and retention of
knowledge like with exceptional memory, learn quickly and easily, advanced
understanding/meaning of area; 2) exceptional users of knowledge in the application and
comprehension of knowledge those with exceptional use of knowledge, advance use of
symbol system-expressive, demand a reason for unexplained events, reasons well in
problem-solving-draws from previous knowledge and transfers it to other areas; 3)
exceptional generator of knowledge individual and creative attributes like highly creative
behavior in areas of interest and talent, do not conform to typical ways of thinking,
perceiving, enjoy self-expression of ideas, feelings or beliefs, and keen sense of humor that
reflects advanced, unusual comprehension of relationships and meaning; and 4) exceptional
motivation – individual motivational attributes who show perfectionalism, initiative, self-
directed, with high level of inquiry and reflection with long span when motivated, leadership
desire, and ability to lead and intense desire to know.
Emotional and Behavior Disorders
Emotional and Behavior Disorders refers to a condition exhibiting one or more of the
following characteristics over a long period of time and to a marked degree, which adversely
effects educational performances which are an inability to learn which cannot be explained
by intellectual sensory, and health factors, an inability to build or maintain satisfactory
interpersonal relationships with peers and teachers, inappropriate types of behavior or feeling
under normal circumstances, a general pervasive mood of unhappiness or depression; or a

tendency to develop symptoms or fears associated with personal or school problems. The
term also includes children who are schizophrenic or autistic. The term does not include
children who are socially maladjusted unless it is determined that they are emotionally
disturbed (US Department of Education, 1999).
According to Heward (2003), emotional and behavioral disorders refer to the
disordered behavior which is a social construct. It also refers to emotional disturbance and
this disorder behavior sometimes occurs in conjunction with other disabilities such as mental
retardation and learning disabilities.
In addition, Heward (2003) characterized children with emotional and behavioral
disorders by behavior or emotional responses in school programs so different appropriate
age, cultural, or ethic norms that they adversely affect educational performance which
included the development and demonstration of academic, social, vocational, and personal
skills. Such disability is more than a temporary, expected response to stressful events in the
environment, consistently exhibited in two different settings, at least one of which is school-
related; and is unresponsive to indirect intervention in general education or the child’s
condition is such that general education interventions would be difficult.
Hearing Impairment
Hearing impairment is a generic term that includes hearing disabilities ranging from
mild to profound, thus, encompassing children who are deaf and those who are hard of
hearing (Heward, 2003). A person who is deaf is not able to use hearing to understand
speech, although he or she may perceive some sounds. Even with a hearing aid, the hearing
loss is too great to allow a deaf person to understand speech through the ears alone. A person
who is hard of hearing has a significant hearing loss that makes some special adaptations
necessary
Furthermore, Rubio (as cited by Inciong et al., 2007) described several characteristics
of children who have hearing impairment which include their physical characteristics,
children without outer ears, have closed ear, discharging ears, and chronic catarrhal
condition. With regard to their learning characteristics they cups hands behind the ear to
catch sound, cocks ear or tilts head at an angle, show strained expression when listening, pay
attention to vibration and vibrating objects, moves closer to speaker when talked to, less
responsive to noise, voice, or music, watch face especially the mouth and the lips of the
speaker when talked to, make use of more natural gestures, signs, and movements to express
himself, show marked imitativeness at work or play, fails to respond to oral questions, often
asks for repetition of questions or statements, have blank facial expressions when talked to,
often unable to follow oral directions or instructions, have difficulty in associating concrete
with abstract ideas, and have poor general learning performance.
As to their speech or language characteristics they usually have no speech. If they
have speech, they tend to speak in words rather than in sentences, talk in sentence with
improper word order, particularly poor dictation, talk with poor rhythm, tend to have
articulatory problems like omission, addition, subtraction, distortion and others, they also
have poor reading ability.
Children with hearing impairment are identify or assess using different kinds of
assessment tools like formal and informal hearing evaluation and psychological tests which
take into consideration the children’s training background, availability of equipment,
readiness of the client, and area to be evaluated (Inciong et al., 2007).
Mental Retardation or Intellectual Disability
According to American Association on Mental Retardation (1992) it is the substantial
limitation in present function. It is characterized by significantly sub-average intellectual
functioning, existing concurrently which related limitations in two or more of the following
applicable adaptive skill areas: communication, self-care, home living, social skills,
community use, self-direction, health and safety, functional academics, leisure and work.
Substantial limitations in present functioning means that the person has difficulty in
performing everyday activities related to taking care of one’s self, doing ordinary tasks at
home and work related to the other adaptive skills areas. The areas of difficulty include
academic work, if the person goes to school.
Significantly, sub-average intellectual functioning means that the person has
significantly below average intelligence. Intellectual functioning is a broad summation of
cognitive abilities such as the capacity to learn, solve problems, accumulate knowledge and
adapt to new situations. The person finds difficulty in learning the skills in school that
children of his age are able to learn. The intelligence quotient score is approximately in the
flexible lower IQ range 0 to 20 and upper IQ range of 70-75 on the result of assessment using
one or more individual intelligence tests. The current IQ score cutoff is 70, though it is
acknowledged that IQ scores are not exact measures, and therefore, a small number of
individuals with mental retardation may attain scores as high as 75.

Sub-average intellectual functioning indicates that intelligence, or at least intelligence
test scores, are not static or unchangeable. This current concept assumes that one’s
intellectual functioning can change, and a person diagnosed to have mental retardation at one
point in life may no longer meet the criteria or may no longer be mentally retarded at a later
time (AAMR, 1992).
Limitations in the adaptive skills or behavior show in the quality of every day
performance in coping with environmental demands. Persons with mental retardation fail to meet
the standards of personal independence and social responsibility expected of their chronological
age and cultural group. The quality of general adaptation is mediated by the level of
intelligence. Adaptive skills are assessed by means of standardized adaptive behavior scales.
In addition, mental retardation manifests before age of 18 (American Association of
Mental Retardation, 1992). This means that the condition can start during pregnancy until the
age of 18 to
22. A person who suffers from brain injury at age 23 or thereafter, even if the other criteria are
not met, would not be considered to have mental retardation. The reason that such
individual is excluded from this category is that mental retardation is a developmental disability.
Physical Impairment
Physical impairment includes orthopedic impairment and multiple handicapped that
involve the skeletal system-the bones, joints, limbs and associated muscles. Or, they may be
neurological impairments that involve the nervous system affecting the ability to move, use,
feel, or control certain parts of the body.

According to Quijano (2007) children or persons with physical disabilities or
impairment are experiencing difficulty in mobility and manual dexterity due to the formation
of their bones and muscle system, hence the cause of deformities and/or absence of body
organs and systems necessary for mobility affect the nervous system thus, making mobility
awkward and uncoordinated.
Severe Disabilities
The term severe disabilities encompass individuals with severe and profound disabilities
in intellectual, physical, and social functioning. Because of the intensity of their physical,
mental, or emotional problems, or a combination of such problems, they need highly specialized
educational, social, psychological and medical services beyond those which are traditionally
offered by regular and special education programs in order to maximize their potential for
useful and meaningful participation in society and for self-fulfillment. Children and youth with
severe disabilities include those who are seriously emotionally disturbed, schizophrenic,
autistic, profoundly and severely mentally retarded, deaf-blind, mentally retarded-blind and
cerebral- palsied-deaf (US Department of Education, 2002).
Specific Learning Disability
Specific learning disability means disorder in one or more of the basic psychological
processes involved in understanding or in using language, spoken, or written, which may
manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do
mathematical calculations. The term includes such conditions as perceptual handicaps, brain
injury, minimal brain dysfunction, learning disabilities such as dyslexia, developmental
aphasia, and dyscalculia (Inciong et al., 2007).
Dyslexia, one of the learning disabilities, refers to a disturbance in the ability to learn
in general and the ability to learn to read in particular (Englert et al., 1987) while
developmental aphasia is a condition characterized by loss of speech functions, often, both
not always due to brain injury. Dyscalculia is like dyslexia for numbers. But unlike dyslexia,
very little is known about its prevalence, causes or treatment. Current thinking suggests that
it is a congenital condition, caused by the abnormal functioning of a specific area of the
brain. People with dyscalculia experience great difficulty with the most basic aspects of
numbers and arithmetic.
Moreover, according to Gregorio (2007) children with learning disabilities have
relatively average or even above average who experienced severe learning or academic
problems in school. Three behavior problems are present such as inattention, hyperactivity,
and impulsivity. In addition, significant difficulties in the acquisition and use of listening,
speaking, reading, writing, reasoning, or mathematics abilities are noted among children with
learning disabilities (American National Joint Committee on Learning Disabilities, 1989)
Speech and Language Disorder or Communication Disorders
According to Riper (as cited by Heward, 2003) speech and language disorder or
communication disorder is the state of speech abnormality. Likewise, it refers to the
unintelligible and abuses of speech mechanism (Perkins & Jones, 2004).

Furthermore, Emerick and Haynes (1986), explained that speech and language
disorder or communication disorders exist when the impact that a communication pattern has
on a person’s life meets any one of the following criteria such as the transmission and /or
perception of messages is faulty like deaf and mute, the person is placed at an economic
disadvantage; the person is placed at a learning disadvantage; there is negative impact on the
person’s emotional growth; and the problem causes physical damage or endangers the health
of the person.
On the other hand, language disorder is the abnormal acquisition, comprehension or
expression of spoken or written language (Howard, 2003). Children with language disorders
manifest delays or lags in language development due to some factors which include cognitive
limitations or mental retardation, environmental deprivation, hearing impairment, emotional
deprivation or behavioral disorder, and structural abnormalities of the speech mechanisms.
Visual Impairment
Students with visual impairment display a wide range of visual disabilities from total
blindness to relatively good residual (remaining) vision. There is a visual restriction of
sufficient severity that it interferes with normal progress in a regular educational program
without modification (Heward, 2003). A child who is blind is totally without sight or has so
little vision that he or she learns primarily through the other senses, such as touch and read
braille. A child with low vision is able to learn through the visual channel and generally
learns to read print.

Visually impaired children are characterized physically as with absence of eyeball
deformities in the area of the eyes, discolored eyes, severe cross eyes, excessive involuntary
movement, poor posture and unnatural gait, and restriction in mobility and spatial
orientation. On the hand, their social and emotional characteristics include tends to be
extremely dependent, inferior, fearful, unduly sensitive, easily discouraged/frustrated, self-
conscious, easily embarrassed, exhibits brief and superficial criticism, and develops
emotional problems as a result of visual handicapped but as a response to the attitude of
others towards him.
With regard to their intellectual and learning characteristics, they are not mentally
handicapped. They lack of normal visual stimulation, may retard mental growth and
development, but an effective program of remediation may make for the development lag.
Any intellectual deficiency which accompanies visual impairment is due to the
uncompensated limitation of sensory input and mobility. Some visually impaired-children
begin to talk later than the sighted, since they need more time to learn to imitate movements
involved in speech which he cannot see at all (Heward, 2003).
In mathematics, spelling, and general information, blind children are retarded
educationally as compared to seeing in these areas. The visually impaired who have the talent
and interest in music may show exceptional ability in this area.
Other characteristics include groping, wearing dark glasses, no eye to eye contact,
slow in moving, use of cane, sensitive to sound and smell, cannot read printed materials,
color and light blindness, and peering characteristics (Handbook on Special Education,
1996).
Curriculum in the Special Education Program
This includes regular curriculum, curriculum plus skill, functional curriculum,
modified curriculum, and special curriculum.
Curriculum “Plus” Skills
Curriculum “Plus” Skills include sensory training, orientation and mobility, abacus,
braille reading and writing, recorded book, handwriting, typing, and activities of daily living.
According to Hatlen (1996) it is best used in teaching children with visual impairment in
addition to learning to use braille. It helps Special Education teachers to aid to the functional
vision skills and low vision of the children. This is also regarded as expanded core
curriculum for students with visual impairment who also need orientation and mobility,
listening skills, and functional life skills.
Functional Curriculum
A functional educational curriculum teaches students skills that will help them
become independent, especially the low vision ones. Ideally, skills taught to students should
be relevant to the student's actual life and natural routines. However, children should still be
taught content knowledge while learning more practical life skills such as how to make a bed,
how to fix bed and the like. When taught content, the content should ideally be relevant to
the student's life (Ardiente, 1996).

Modified Curriculum
Modified curriculum is not limited to instructional modification or content modification
but includes a continuum of a wide range of modified educational components. Similarly,
Comfort (1990) defines curriculum modification as “the adapting or interpreting of a school’s
formal curriculum by teachers into learning objectives and units of learning activities judged
most reasonable for an individual learner or particular group of learners. Curriculum
modification involves change to a range of educational components in a curriculum, such as
content knowledge, the method of instruction, and student’s learning outcomes, through the
alteration of materials and programs (King-Sears, 2001).
Examples of the modifications of content, such as teaching learning strategies,
simplifying concepts or reading levels, teaching different sets of knowledge and skills needed
by students, and setting up specific objectives and examples of modifications to instructional
methods, including reducing distractions, altering the pace of lessons, presenting smaller
amounts of work, clarifying directions, and changing input and response modes. All of these
teaching events are best used for teaching children with disabilities (Reisburg, 1990).
Furthermore, modifications or learning environment for the different group of children
identified under Section 1.1.2. Article V Policies and Guidelines for Special Education are the
following: first, the curriculum for children with mental retardation emphasizes functional
academics, vocational trainings, community living and self-help skills, exposure to general
education curriculum and considerations and concepts of individualizations and appropriateness;
second, curriculum for children with learning disabilities shall consider an environment that is
most enabling and meet the unique academic, social and behavioral needs of the children
belongs
to this especially heterogeneous population; third, for children with emotional and behavioral
disorders curriculum shall include physical environment, intervention, academic and instructional
environment, and behavioral and cognitive- behavioral intervention.
Curriculum for the gifted and talented shall be rigorous and intellectually challenging,
complex and abstract than that provided to their typical peers. The curriculum for children with
speech and language impairment shall include considerations on seating arrangements,
reducing distributions in the physical environment and interactive techniques to enhance the
teaching – learning process.
Curriculum for children with hearing impairment shall emphasize language
development and utilization of residual hearing. It should use different various methods that
include oral, audition verbal, sign language, augmentative, and total communication including
intense visual language reinforcement for the instruction of grammar and syntax. The natural
sign language shall be considered in the foundation for language instruction.
The curriculum for children for children with visual impairment shall be addressed the
following concern for the total educational program : basic cognitive and academic skills,
sensory perception skills , orientation and mobility skills, social and emotional skills, daily
living skills, communication skills, vocational skills, self-help and advocacy skills, recreation
and leisure time skills and transition.
Curriculum issues for children with Autism shall include early intervention, special
adaptation in teaching to address communication deficits and behavioral problems, therapy to
address motor and sensory integration difficulties, functional independent living skills and
transition planning.
For children with physical or health disabilities the curriculum shall include
modifications and adaptations including assistive technology specialized instructional
strategies and specialized expanded curriculum areas.
Special Education Curriculum
Special Education Curriculum is designed for students who have behavioral,
communicational, intellectual, and physical or multiple exceptionalities. Special education
programs and services primarily consist of instruction and assessment that are different from
those provided to the general student population. These may take the form of
accommodations (such as specific teaching strategies, preferential seating, and assistive
technology) and/or an educational program that is modified from the age-appropriate grade
level expectations in a particular course or subject.
As stated in Section 1.1. Article V Policies and Guidelines for Special Education the
following scheme or options may be adopted for Special Needs Education Programs which
are regular curriculum is prescribed for regular children and modified and special curriculum
is prescribed for children with special needs.
Approaches in Teaching Children with Special Needs
Varied approaches are suggested to be used in teaching children with special needs
these include applied behavior analysis, behavior modification approach, diagnostic
prescriptive teaching approach, direct instruction, individualized education plan,

individualized instruction, intervention approaches, Montessori approach, multisensory
approach, oral/aural approach, pull out method and task analysis.
Applied Behavioral Analysis
Behavior analysis is a scientifically validated approach to understanding behavior and
how it is affected by the environment. It refers to actions and skills. On the other hand,
environment includes any influence such as physical or social that might change or be
changed by one's behavior. On a practical level, the principles and methods of behavior
analysis have helped many different kinds of learners acquire many different skills from
healthier lifestyles to the mastery of a new language.
Behavior analysis focuses on the principles that explain how learning takes place.
Positive reinforcement is one such principle. When a behavior is followed by some sort of
reward, the behavior is more likely to be repeated. Through decades of research, the field of
behavior analysis has developed many techniques for increasing useful behaviors and
reducing those that may cause harm or interfere with learning one of which is applied
behavior analysis (ABA) its technique and principles bring about meaningful and positive
change in behavior of the special child, especially the autistic children who are hyperactive
and developmental disorder (Johnson, 2006).
Behavioral Modification Technique
Behavior modification is a type of treatment which focuses on altering maladaptive
behavior, to teach children with emotional behavior problems more adaptive behavior and to
break bad habits (Huitt & Hummel, 1999). There are a number of applications for behavior
modification, and there are also a range of approaches to this type of treatment. In behavior
modification sessions, children with special needs are essentially trained out of maladaptive
behavior. It can take numerous sessions, and the approach is usually tailored to the client.
Approaches can be as simple as time outs for a child who acts up in class, or as complex as
biofeedback systems which are designed to get patients to stop chewing their nails. Behavior
modification techniques address activities to develop a new behavior, strengthen a behavior,
maintain an established behavior, stop inappropriate behavior, and modify emotional
behavior (Krumboltz & Krumboltz, 1972).
Diagnostic-Prescriptive Approach
Most learning disabilities specialists believe in Diagnostic –Prescriptive Approach in
which the results of diagnostic (assessment) lead directly to a prescription (plan) for teaching.
Ysseldyke and Salvia (1974) outline the two major models of instructional remediation with
the overall framework of the diagnostic-prescriptive approach: first, the ability training (or
process) model and second the skill training (or task-analysis) model. Although there are
many variations and versions with each approach, fundamental differences exist between the
two models.
Direct Instruction
Studies have shown that a combined model of direct instruction and strategy
instruction can positively influence academic performance for students with learning
disabilities (Swanson, 2000). When a teacher gives specific instruction to their student with
special needs, not only does it help the student further understand what the instructions of the
lesson are, but the student feels more included and more a part of the classroom when they
see the kind of attention they are receiving from the teacher. It transmits a positive feeling to
the student that the teacher cares about their learning and well-being, and that they are no
different from any other child in the general education classroom.
Direct Instruction allows the children to reach mastery as soon as they are able to. In
Direct Instruction, classroom skills are taught in a sequence until the students have reached
automaticity, and they are able to apply their knowledge in new situations.
This is especially good for students with special needs because with guided
instruction by the teacher, the students can take the time they need to understand the lesson to
the point of mastery of the knowledge, and they not only know how to perform the tasks, but
they can apply them in a variety of situations because the conceptual knowledge is fully
understood.
Individualized Education Plan (IEP)
The IEP is the hallmark of special education. It contains the current skills of the
student, goals for the year and specific instructional objectives for the year. The IEP is
ideally prepared with input from a multidisciplinary team composed of the SPED teacher, the
guidance counselor, the regular teacher, the parents, the student (for older children) and other
specialists providing services for the child. The task of preparing IEPs for each SPED student
was done by the SPED teachers. Sixty percent of school heads considered the attainment of
the IEP goals and objectives an appropriate gauge of the success of their SPED program.
Thus special education is considered effective when a student attained the goals and
objectives as specified in the IEP.
Conceptually, the IEP as the measure of effectiveness of special education is
considered sound. As stated by McLaughlin (1993) effective special education would be
what produces results for the student, as measured by whether or not the student has achieved
or made progress toward his or her own individualized goals and objectives as well as
broader system goals or outcomes.
To accommodate each student, special education teachers develop an “Individualized
Education Program (IEP).” An IEP sets personalized education goals and may include a plan
for how the student will transition to the next educational level. Teachers’ review each
student’s IEP with parents, school administrators and other teachers. They must also
communicate frequently with parents to provide progress updates and make suggestions on
how learning can be promoted outside the classroom. The passage of the updated version of
the Individuals with Disabilities Education Act (IDEA 2004) made parents of kids with
special needs even more crucial members of their child's education team.
Parents can work with educators to develop a plan — the individualized education
program (IEP) — to help kids succeed in school. The IEP describes the goals the team sets
for a child during the school year, as well as any special support needed to help achieve
them. A child who has difficulty learning and functioning and has been identified as a special
needs student is the perfect candidate for an IEP.

Individualized Instruction/One-to-One Instruction
One-to-one instruction occurs when one adult works with one child. It is one of the
most effective types of teaching, and the research shows that it leads to substantial
improvement in student achievement (Slavin et al., 1991). It works because the teaching is
highly individualized and the child received intensive instruction over a period of time by a
skilled teacher who can tailor the instruction to the specific child’s needs. Sometimes
students with learning disabilities need one-to-one instruction, and they tend to do well with
this individualized instruction (Slavin, Karweit & Wasik, 1994).
In the real world, the cost of schools providing a teacher for each child is impractical
and so parents must often turn to private specialists or clinics to receive this highly
individualized form of instruction. Therefore, it is important for schools to seek ways to get
as close as possible to one-to-one instruction. Several methods of doing this are using
computer- assisted instruction and using other adults as tutors in the classroom (such as
volunteers, senior or classroom aids (Slavin et al., 1991).
Intervention Approaches
Intervention Approaches are especially designed for children with learning
disabilities which include: medical, psychological and dietary interventions; indirect
intervention such as perceptual-motor-training is treatment that trains students in non-
academic areas with the expectation that the intervention will probably have an impact on
academic performance; psycholinguistic training and direct instruction (Adult-modeling);
behavioral modification and attention training; positive reinforcement such as candies or

tokens may be used; multisensory training-Fernald’s Visual, Kinesthetic, Tactile (VAKT)
Technique Methods in which the child tells a story, the teacher writes the story, the student
sees the words (visual), the student listens to the words (auditory) and the child traces the
word (kinesthetic and tactile).
Other approaches include: direct teaching of reading or spelling deficits,
environmental modifications (adaptive learning environment mode), cognitive approaches
which emphasize teaching the students how to analyze the demands of tasks and how to use
different problem-solving routines.
No one approach stands out in terms of effectiveness. However, all the interventions
which demonstrated some degree of effectiveness were structured, goal-oriented, practice
loaded, strategy laden, independence- oriented, detailed and comprehensive.
Montessori Approach
Montessori Approach was tried is an asylum suing didactic materials to train sensory
motor of the mentally handicapped. This method follows the guidance of the natural
physiological development of the child. It is divided into three parts which are motor
education, sensory education, and language. The care and management of the environment
itself affords the principal means of motor education while sensory education and the
education of language are provided with didactic materials. These consist of blocks, cutouts,
dressing frames, colored objects and embossed letters which help provide preparation for
learning.
Montessori (1952) considered the years between 0 to 6 as time of rapid
transformation, when the child possess an absorbent mind. A child at this age continually
and without conscious efforts impression from the environment. The child passes through
periods of mutual growth and has period of sensitivity of special activity. Since this sensitive
period are not permanent, it is important educationally and psychologically to be aware of
them.
The advantages of this approach with mentally handicapped are: first, carefully
developed tasks and materials provide maximum probability of success are interesting and
attractive and emphasize persistence; second, the Montessori Method provides practical life
exercises in an orderly environment; third, the allowance of self-initiated work encourages
the retarded child to start and finish work on his own; and fourth, the optimistic working
assumption of this method allows the teacher of the TMR to view each child as they develop
good self-image and sense of competence (Bilheart, 1979).
Multi-Sensory Approach
Multi-Sensory Approach is another approach to teaching children with learning
disabilities. Although teachers are more likely to work directly on academic skills, this
approach is still based primarily on an information-process model. As its name suggests, the
multisensory approach employs as many of the child’s senses as possible in an effort to help
him or her learn.
Multi-Sensory approaches teach reading and writing (including spelling) through
using Auditory (hearing), Visual (sight) and Kinesthetic (movement/touch) pathways. This
gives multiple pathways for the information to reach the brain. It is diagnostic as it involves
constant testing and reflection on the knowledge of the student. It is systematic and seeks to
unite the components of written language. Thus, it treats sound-symbol knowledge, oral
language (grammar and pronunciation), written language conventions and handwriting in an
organized and integrated fashion.
Teaching and learning in this way is an exciting journey of discovery. It is a fast
paced and creative process where learning is fun since each small step is mastered and the
learner is aware of what they have gained. Everyone now can call themself a success.
Confidence is built through growing mastery of written language. The students can see
themselves as successful learners and this helps each individual learner gains independence
and a great “can do” attitude.
Oral/Aural Approaches
A child who attends a program with an oral emphasis typically uses several means to
develop residual hearing and the ability to speak as intelligibly as possible (Stone, 2006).
Auditory, visual, and tactile methods of input are frequently used. Much attention is
given to amplification, auditory training, speech reading, the use of technological aids, and,
above all, talking. A few schools and classes maintain purely oral environment and may
prohibit children from pointing, using gestures, or spelling out words to communicate.
Children in these programs must express themselves and learn to understand others
through speech alone. Other oral / aural programs also emphasize speech and listening skills
but are more flexible and may use and encourage a variety of approaches to help students
produce and understand spoken language.
Pull-out Method
One of the most effective methodologies being adopted in the filed today in catering
to the needs of special children is the pull-out method. Identified clients for reading class
advisers and who will be assessed by teachers trained in the assessment of child with special
needs.
It is recommended that clients from the primary levels will be grouped as one and
those from the intermediate levels in another group. This is in consideration of the age gap
between the two groups.
Furthermore, in this particular method, the SPED teacher meets the clients on a
regular day to day basis but at a certain period of time just like half day for each group of
students. This kind of schedule is deemed pragmatic considering the inadequacy of teaches
who are skilled and trained in handling special classes.
Task Analysis
Task analysis is a useful procedure for teaching students with learning disabilities.
The purpose of task analysis is to plan the sequential steps for learning a specified skill. Task
analysis is to plan the sequential steps for learning a specified skill. Tasks analysis breaks
down the complexity of an activity into easier steps: these steps are organized as a sequence
and students are taught each step of the sequence. The goal is to move the student to the
desired level of skill achievement. The skill of buttoning, for example, entails a sequence of
component sub skills: grasping the button, aligning the button with the buttonhole, and so
forth. The teacher must consider the following: the important, specific educational tasks that
the students must learn; the sequential steps in learning this tasks; specific behavior does the
students need to perform the task.
The following are examples of the task analysis of instruction sequences to reach a
curriculum goal: first, task analysis of long division includes the steps (subskills) of
estimating, dividing, multiplying, subtracting, checking, bringing down the next digit, and
then repeating the process. Each step must be planned for, taught, and assessed; second, task
analysis of writing a report by using the school library includes the skills of knowing
alphabetical order, using the card catalogue (or a computer terminal) finding books on a
subject, using a book index to find information on a topic, getting a main idea from reading,
and knowing language usage skills (Slavin et al., 1991); and task analysis of recognizing a
word might include the skills of recognizing initial consonants, recognizing short vowels and
skills of blending.
Johnson (1976) cited additional ways to analyzing the task, it is useful the learner in
terms of the task: the abilities of the students to understand and perform the task, the task
required ability, the verbal or nonverbal task ability, the social or non-social judgment
requirement of the task, and the skills and levels of involvement needed.
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Instructional Materials
Evidence shows that instructional materials have large effects on student
learning. According to Hans (2012) teachers at all levels utilize a variety of instructional
materials such as textbooks, presentations and handouts to enhance the quality of their
lessons. The quality of those materials directly impacts the quality of teaching. Knowing how
to find the best instructional materials is a valuable skill for a teacher to have.
Special children have special instructional materials. Instructional materials designed
for their specific exceptionality were used by teachers trained to teach in special education
program.
Instructional Resources/Materials for the Gifted and Talented
Willis and Mann (2000) say nearly all teachers believe that it's better to differentiate
instruction in teaching gifted children. The application of technology can help in this respect
since it's become a vehicle for gifted curricular differentiation (Sheffield, 2007). The
flexibility of the internet offers numerous options for the delivery of content that educators
can take advantage of when considering instruction modifications for gifted students. First, it
provides universal access to information. Second, the internet provides a common platform
for the collaboration, sharing, and publishing of ideas (Siegle, 2005). Finally, the experience
of using the internet to form relationships through email, instant messaging, and electronic
mentoring enables gifted students to feel connected with others like them and gain a sense of
belonging.
According to Siegle (2005), technology allows students to produce products in a real-
world fashionable they can access software that enables them to compose music, design
buildings and collect data with laboratory probes in ways similar to practicing professionals
in each of these fields. Many gifted students possess a high technology aptitude and prefer
this mode of learning. Siegle (2005) maintains that the infinite possibilities associated with
digital technology, especially via the Internet, means that gifted students are limited solely by
their interests and abilities.
The internet provides fertile ground for online learning environments. Mulrine,
(2007) asserts that virtual learning environments can be used as a way to integrate the
curriculum with information technology and create higher order learning opportunities for
gifted learners. In an online environment gifted students are virtually transported to places
where they interact with content, encounter real world problems and develop solutions.
Students then synthesize their newly acquired knowledge and present it in a unique manner
using varied forms of media. Online learning environments also enable gifted students to
work on a project at their own pace whether it is at school or at home, provided they have a
computer with internet access. They thrive in an environment where they are in control of
their learning (Ng & Nicholas, 2007).
For many teachers, time and curricular constraints present obstacles in their effort to
differentiate instruction for gifted learners. Fortunately, numerous resources exist on the
Internet for teachers to assist gifted students in getting a quality education. There are
websites for WebQuests, online projects, and virtual field trips. Many of these activities can
be self-paced and will challenge students at their level.

Instructional Materials for Children with Emotional Behavior Problem
Instructional materials for these children include audio visual materials, tape
recorders, textbooks, worksheet, and experience reading materials (Educational Facilities
Manual, 2000).
Instructional Materials for Children with Hearing Impairment
Blanca (2001) states that in the Philippines, teachers for the hearing impaired in the
primary grades often use pictures as aids in teaching reading lessons. The use of these aids
was found useful and effective. Most SPED teachers used reading materials with
accompanying illustrated sign language which they believed help develop the reading skills
of the deaf.
Moreover, according to the Educational Facilities Manual (2002), instructional
materials for the deaf children that schools with Special Education Program include group
hearing aid, chart pictures, and puppet, workbook, speech kit, materials for developing
vocational skills such as sewing, craft, workshop, globe/maps, basic science kit, textbook and
workbook for the deaf, and wooden hollow blocks.
On the other hand, according to De Guzman (2001), the technology development
such as internet around the world that develops the deaf children independently. This is
another way to communicate with friends directly. It is a technology for the deaf enables
them to live independently without relying on the hearing society around them, because they
are treated equally in what they are doing. It really inspires them to be satisfied and useful in
their existence. Today most colleges for the deaf have offered a specialized course in
computer studies because it is easier for them to land a job.
Instructional Materials for the Intellectual Disability (Mental Retardation)
According to Horn (2004), the instructional materials are intended for use with the
educable mentally handicapped students who are mainstreamed into home economics classes
are divided into five substantive content areas: (1) child development, (2) personal
development, (3) clothing and textiles, (4) consumer education, and (5) foods and nutrition.
The lessons within each area provide teaching guidelines (performance objectives,
instructional approach, and instruction for evaluation) and varied instructional materials
(exercises, tests, games, illustrations, and handouts).
Other instructional materials for children with intellectual disability formerly mental
retardation include charts, pictures, and graphs. These visual tools are also useful for helping
students to understand what behaviors are expected of them. For instance, using charts to
map students' progress is very effective. Charts can also be used as a means of providing
positive reinforcement for appropriate, on-task behavior (Reynolds et al., 2013).
Moreover, children with mental handicap also need instructional materials such as
sense training materials, radio/cassettes, with tapes workbooks, pictures/stuffed toys/visual
aids, picture books, adapted physical education apparatuses, wooden hallow blocks,
miniature household, stuff toys, aquarium, sand table, radio cassette tape, and workbook.
Instructional Materials for Children with Physical Impairment
The students or pupils with orthopedic impairment or who are physically handicapped
need equipment such as adjustable desk or chairs and adapted physical education
apparatuses.
Instructional Materials for Children with Speech and Language or Communication
Disorders
For students who are deaf, they need specialized materials such as wall mirror, sign
language books, drum, bell, whistle, noisemakers, tape recorder/ cassette with tapes, and
speech kit (feathers , balloons, spatula, mirror cotton, pledgets, tissue paper). Sspeech trainer,
group hearing aid and piano or guitar are optional.
Instructional Materials for Children with Specific Learning Disability
Children with specific exceptionalities include those with dyslexia, developmental
aphasia and dyscalculia which all belong to learning disabilities (LD). Effective instructional
material includes the use a tape recorder. Many problems with materials are related to
reading disabilities. The tape recorder often is an excellent aid in overcoming this problem.
Directions, stories, and specific lessons can be recorded on tape. The student can replay the
tape to clarify understanding of directions or concepts. Also, to improve reading skills, the
student can read the printed words silently as they are presented on tape.
In addition, other instructional materials include reading workbooks, newspaper,
recreational reading materials, teachers prepared materials such as charts, pictures, puppets,
story books, big books, manipulative materials, blocks, counters, clay, Lego, and puzzle
(Educational Facilities Manual, 2000).
Instructional Materials for Children with Severe Disabilities
Children with severe disabilities include those who are autistic, severely retarded, and
cerebral palsy. Instructional materials and equipment for teaching includes adjustable desk,
cassette tape recorded, typewriter ordinary, adapted physical educational apparatuses,
number board chart, mirror, and materials for developing vocational skills such as sewing,
craft, workshop, globe, map, and basic science skill.
Instructional Materials for Children with Visual Impairment
Visually impaired children in integrated education programs are assisted by resource
teachers in sensory training, orientation and mobility, training in activities of daily living,
braille reading and writing skills, use of special aids like Abacus, Taylor's Frame and so on.
Another task of these teachers is to choose and prepare relevant instructional materials
according to the needs of the visually impaired children and to help them to use the materials
appropriately. Instructional materials can be prepared out of almost anything that facilitates
learning. They can be any locally available materials such as a ball, an empty box, pieces of
thread, buttons, thread, pieces of cloth or rubber, match sticks, cotton, leaves, vegetables,
fruits, and so on. Many toys and objects used by sighted children could be modified for the
use of visually impaired children. Such three dimensional objects help visually impaired
children to learn several concepts through real experiences. For other experiences,
instructional materials include readiness materials in braille and large print, diagrams, maps
in tactile form, arithmetic tables, model 'solved' arithmetic problems, geometric shapes and
figures, number charts, number counting facilitating charts, and so on. While preparing
instructional materials, it is necessary to consider several factors such as contrast, size,
tactility, clarity and description. For example, it is preferable to have a light background
while using dark colors for writing. White on black, or yellow on dark green are the preferred
color combinations for preparing reading materials. Simplified diagrams and maps with
labels only on major parts would be more useful. While preparing such materials, care should
be taken to see that all children in the classroom can use them. All reading matter in braille
should also have a printed transcription. Diagrams and labels could also be in both tactile and
visual forms. Reading materials in appropriate forms should be prepared for visually
impaired children on a regular basis. Resource teachers need to guide the children on the
proper use of such materials. (National Association for the Blind Zonal Office, 2002)
There are many devices to help the learner with vision impairment as listed in the
SPED Handbook, those equipment plus residual vision and other senses help with reading,
writing and participation. For low vision aids includes computers-voice-activated-software,
magnifiers, special lightning and large print materials. Aids for learners who are blind
includes voice activated computers, talking clock and calculator, cane, guide dog, sighted
guide, and brailler which is system where in a print is converted to braille.

Special Education Teachers Skills and Competencies
Tobias (2005) cited in her study that teaching is a profession that demands basic
competencies necessary in carrying out effectively the noble mission of promoting
progressive human development and steady amelioration. A key impetus for competence
teaching is wholehearted acceptance by the prospective teachers and teachers in service of
the sublime significance of this profession.
According to the U.S. Bureau of Labor Statistics (2000), to become a special
education teacher, teachers are trained to use a variety of techniques to support learning for
students with disabilities. These include individualized instruction and special case-by-case
accommodations. In this regard, teacher can demonstrate mastery of the subject matter or
specialization hence, he or she is trained to use a variety of techniques to support learning
and teaching special children.
In addition to meeting formal educational requirements, there are certain personal
qualities that will help special education teachers succeed as revealed by the U.S. Bureau of
Labor Statistics which include: first, strong communication skills, these are needed since
special education teachers must interact on daily basis with students, parents, teachers and
administrators; second, special education teachers must be innovative and creative in their
application of different types of teaching methods, they must also be understanding of
students’ special needs and have the ability to motivate students who have a variety of
learning issues.
Specifically, the 1997 Amendments to Individuals with Disabilities Education Act
(IDEA) require that special educators are knowledgeable and skilled in the general education
core curriculum standards and the use of accountability assessment systems in order to
educate students with disabilities in general education settings. The IDEA amendments also
suggest that general educators must develop the knowledge and skills necessary to educate
the increasing numbers of students with disabilities in their classes and work in collaboration
with special education teachers.
Yatsuke and Lerner (1996) conclude that both general and special education teacher
must possess the knowledge and skills necessary to modify educational programs in order to
effectively meet the needs of individual students.
Aikenhead (1996) further explained the satisfaction of children’s social needs is a
crucial consideration for the teachers. The child who fails to achieve a place in the society of
his peers is not only apt to become an educationally casualty but a community problem as
well. A summary of the skills which a teacher needs in order to help such students are:
ability to diagnose social needs, ability to study rejected child and to isolate to find the cause
of behavior; and the proficiency in setting up programs and work which will allow the
induction of such children into the class group.
Understanding individual differences, deeper sense of physical and mental disabilities
which is important and should be highly considered in treating a child for children with
special needs must possess by teachers handling children with special needs. The way of
treating these children and teaching them properly with right methods, techniques,
approaches or strategies should be preferred and it is how the teacher performs his/her duty
in teaching the children.

Compassion is one quality shared by virtually all special education teachers. It has
recently claimed (Hugo, 2013) that the personal qualities of a great special education teacher
include patience, creativity, tolerance and an appreciation of human differences. The
hallmark of a great special education teacher is the ability to communicate, listen, and
motivate students. He also added that great special education teachers balance the need to
empathize and teach children in need with the ability to diplomatically work with other
teachers and school administrators. The teacher must usually assess the strengths and
weaknesses of the individual child and implement techniques that will offer her the greatest
chance of progress. Special education teachers might provide individualized help, organize
and lead group activities and provide special accommodations such as adapting lesson plans.
Special Education Teachers use a range of specialized teaching programs to cater to
children with physical and/or intellectual disabilities, or children with 'special learning
needs'. They train and provide guidance to the children, as well as evaluate their performance
and progress. Their objective is to assist the children in their care to develop their capacity to
the fullest potential, thereby enhancing their quality of lie and integrating them into
mainstream society.
A good teacher has to possess two general traits, namely, professional and personal.
Among the professional traits are: mastery of the subject field of a teacher, understanding of
the learner, understanding of the teaching principles and skills in the use of techniques are
important for their implementation. General understanding of their branches of knowledge,
understanding and appreciation of the teaching profession are likewise paramount.

San Esteban (2002) claimed that the teacher of handicapped children has the
responsibility which has many demands. If he puts into practice the things that will provide
the most favorable opportunities for the development of his students, he will realize in the
course of his work that he must know much about his students, he will realize in the course
of his work that he must know much about his students, and his disabilities. He also stated
that the teachers of exceptional children should provide for the integrative experiences with
the child per group.
Salandanan (2002) also stressed that the teacher rightfully discuss to be enthroned at
the center stage by any educational endeavor. She is the distinct ray of light illuminates the
mind, touches the heart and belongs uplift the spirit of the young. Every effect initiative
enterprise around to educate the young needs a magic hand to provide the much needed
direction, guidance and energy throughout the educational journey. Assuming a number of
roles that a teacher, counselor, assistance and instructional, there is no that demands more
awaking homes, strength and attention than the teaching-learning-episode.
Special Education Teachers Personal Qualities
As used in this study, this pertains to the totality of a teacher as to his or her
personality, performance and competency as facilitator of learning and how the teacher
influenced the pupil’s performance
Ebol (2000) in her article said that the teacher is the most important factor in
determining how students are going to learn how to read. The teacher must create the
condition in the classroom that makes it possible for students to learn to read and want to
learn to read. The effective classroom reading teacher exhibits four very important
characteristics such as enthusiasm, businesslike, has fast-paced lessons and has varied
lessons. Teachers are motivators, facilitators and advisers to students. They are also the
instrument for development of ability, skill, and knowledge of the learners.
Tee (2000) found out that SPED teachers are very compassionate and concern,
dedicated and very patient in dealing with their special learners.
According to Hutton (2000) more than most other professions, the task of teaching
special education requires people who possess a particular set of quality. First, good-humored
which is one of the primary characteristics of a special education teacher. Second, good
teachers are organized which is at the heart of teaching special education. Third, they're
accepting of their students, love and appreciate them regardless of their capabilities or
behavior. Fourth, they're creative in teaching methods. Fifth, even-tempered that deal calmly
firm, kind and helpful even in difficult situations. Sixth special education teachers are
confident. Seventh, special education teachers are intuitive, can foresee students' needs and
address their concerns. Eight, thick-skinned, proactive, always focused on noticing the
positive feedback. Ninth, special education teachers are optimistic, offer hope and
encouragement in difficult situations. And the last they’re dedicated to their students offer
hope and encouragement in difficult situations.
In addition, individuals working with exceptional children must demonstrate positive
attitudes, desirable personal values and commitment towards children with special needs
(Article VIII, Sec.1- 1.1.3 of Policies & Guidelines for Special Education). Teaching children
with special needs requires a lot of patience, understanding the behavior, and knowledge of
their exceptionality.
Administrative Support to Special Education Program
Inciong (2002) stated that school administrators and supervisors play a major role in
making schools responsive to Children Special Education Needs if they are given the
necessary authority and adequate training to do so. It is their responsibility to develop more
flexible management procedures, to redeploy instructional resources, to diversity learning
options, and develop closer link with the community.
Research has demonstrated that principals who focus on instructional issues,
demonstrate administrative support for special education, and provide high-quality
professional development for teachers produce enhanced outcomes for students with
disabilities and for others at risk for school failure (Benz, Lindstrom & Yovanoff, 2000;
Gersten, Keating, Yovanoff, & Harniss, 2001; Kearns, Kleinert, & Clayton, 1998; Klingner
et al., 2001). Thus, the extent of administrative support affects the extent to which teachers
and specialists develop and implement interventions designed to improve student
performance (Embich, 2001; Noell & Witt, 1999)
Effective leaders are committed to the success of all students and collaborate with
others to achieve this aim. In these schools, classroom heterogeneity is the norm; classrooms
are not structured to provide a few unofficial dumping grounds for students with challenging
needs. Skillful principals invest the time necessary to devise policies and procedures that
facilitate classroom support like specific human and material resources, relevant information,
role flexibility, shared leadership opportunities, decision-making power that enables teams to
perform their jobs successfully (Embich, 2001; Gersten et al., 2001). For example, with
limited fiscal resources, effective principals foster collaboration and classroom
communication by ensuring classroom teachers and specialists have regularly scheduled
common planning time to address instructional needs and classroom concerns (Walther-
Thomas et al., 2000).
Parents Support to Special Education Program
According to Quijano (2009), parents play vital roles as partners of teachers in
preparing their children in academic, moral and spiritual development. She noted that parents
shall involve themselves in meeting with teachers, observing children’s performance,
volunteering to work in the classroom, and providing supports to other parents because parents
are the most important people in a child’s education.
Parents are responsible for the care and well-being of a child. Schools should involve
parents in implementing goals and objectives of the special education (Inciong et al., 2007).
The parents should be informed on the learning progress of their children in the Special
Education Program. For these, parents are expected to show support to school related
activities for the continuous development of their children with specific exceptionalities.
Their love, care, long patience and support to the studies of the children regardless of their
disabilities are very important (Gregorio, 2007).
There are ways of involving parents in the child’s educational program (Salend, 1990).
First, organize a group to work cooperatively with professionals in order to provide support and
information to parents of children who have disabilities. Second, train parent volunteers to work
with other parents in the community and their involvement in educating their children with
special needs with respects to the following aspects. : (a) Identification, the parents are the first
ones to observe that their child has a disability and as such should willingly share information
regarding the developmental milestone of the child. (b) Assessment, parents are the valuable
source for assessing the pupils educational and health-related needs. Their experience in caring
their disabled children shall be their assessment. (c) Programming, parents can fill up a form and
give information on the birth history, health, and medical background of the child after birth.
During the PTC (Parent-Teacher Conference), discuss the recommendations on how the child
can be best handled. Parents could be requested to submit a special child for a full psycho
educational assessment. (d) Teaching, parents assist their children in their homework assignment
in several ways. (c) Evaluation, parents give feedback to the effectiveness of the educational
programs of the children with special needs for improvement.
Third, involve parents in the following: meeting with teachers, observing the classroom,
conducting related activities at home, attending parent educational group, volunteering to work
in the classroom, providing support to other parents, serving as advocate/supporter to any
educational programs and sharing information with others. Fourth inform parents when making
referral for consideration of handicapping conditions has been made; placement teams
determine the need for testing to assess eligibility for SPED services ; results of an
assessment are available and being discussed ; recommendation for special educational
services in made; changes in the pupils educational program are planned . And the last, give
parents active role in

information dissemination campaign through neighborhood meetings, radio, and TV Programs,
and special seminars and workshops.
As stated in DECS Manual (2000) the parent participation would be able to see the
effort exerted by the teachers to ensure that the vision and mission of the schools are
attained by allowing themselves to cooperate with teachers to help their children develop
desirable attitudes, establishing within their children a good study habits and to become
competitive in all aspects of learning.
Sontag and Schact (1994) explained that influences on parents choices of involvement
activities. Three fourths of parents or more were involved in decisions about their children‘s
early intervention program, transported their children to treatment, some therapy for their
children and advocated for their children’s right. More than half of all parents gave information
and support to other parents, coordinated the children’s services and observed their children
during therapy. Less common forms of parents’ involvement included attending program,
planning meetings, volunteering, fundraising and serving on policy –akin bodies.
Involvements of parents especially to children with special needs not only require
attendance in meetings. Parents are encourage to get involved with different activities that would
help them improved their child. There are many different ways parents may participate in their
child education once they make the decisions to become involved. Parents support may be
divided between home-based activities, such as helping children with their homework, reading
to young children, discussing school events, or talking with teachers by telephone and school-
based activities such as chaperoning a field trip, volunteering at school or attending parent-
teacher association (PTA) meetings.

Plunge and Kratochwill (1995) reported that more than 85 percent of the parents were
actively involved in the IEP meeting; that is they understood the purpose of the meeting ,told
school personnel about their child’s strength and needs, listened to school personnel
recommendations , told school personnel what they wanted their child to learn and signed the
IEP. More than 70 % of the parents indicated that they often talked with the teacher about their
child’s progress in class, received information about their legal right. Fewer parents volunteered
in class (42%), had a home visit (30%), attended parent meetings (22%), or helped evaluate the
schools special education services (19%). In a study of African American parents’ involvement
in educating their children with disabilities, Harry, Allen, and Mclaughlin (1995) reported high
levels of participation in home based activities, including supervising homework, and addressing
behavioral issues identified by the teacher.
Conceptual Framework
Performance in schools is increasingly judged on the basis of effective learning
outcomes. Information is critical to knowing whether the school system is delivering good
performance and to providing feedback for improvement in student outcomes. Thus, it is
important to assess and evaluate the status of every education program (Santiago, 2010).
This concept is relevant to the study of the successful implementation of any
educational program specifically in special education in the division of Marinduque in which
its status needs assessment in order to address properly problems and concerns. Furthermore,
this study is guided by the concepts of assessment. According to Banua (2007) assessment is
important in order to evaluate the performance and progress of any educational program.
Evaluations too often focus solely on program outcomes without considering how the
program and its components actually produced the observed results. In other words,
understanding is gained regarding what happened as a result of the program without a clear
picture of how it happened. This approach can lead to inaccurate claims about how program
actually produced its observed outcomes (Chen, 1998).
According to the a case study on Special Education in the Philippines, conducted by
UNESCO (1998), problems identified regarding the status of the program include inadequate
funds to support to training of teachers and other personnel, inadequate preparation of
instructional materials, and insufficient fund to support the establishment of more special
schools to work hand in hand with the mainstreaming of the program, establishment of
diagnostic centers in at least the regional centers, and the creation of field position of
supervisor in special education to carry out the program completely.
Moreover, indifference of school administrators to the needs of exceptional learners
in the face of conflicting demands for limited resources also poses a problem. Thus, the study
focused itself in identifying the status of the Special Education programs in the division of
Marinduque since its operation in 1997 to present, its cases and number of children with
exceptionality/disability, and competencies of Special Education Teachers, problems, and
recommendations from the two groups of respondents.

Status of Special Education Program in terms of:

1. Program institutionalization
a. Year when SPED Program was offered
b. Reasons why the program was offered only
after its institutionalization
c. Changes or innovation introduced by
Special elementary schools
Education d. Types of SPED services offered Program
Program in e. Types of child’s exceptionalities
the Division 2. Curriculum Enhancement
of a. Types of curriculum
Marinduque b. Teaching Approaches
c. Instructional Materials
3. Teachers
a. Level of Teaching Competencies
b. Personal Attributes
4. Adequacy of support provided
a. Administrative support
b. Parents’ support
Figure 1. Research Paradigm
Figure 1 shows three frames. The first frame is the input, status of the Special
Education Program; the second frame contains thru put, the measures of assessment which
include children’s exceptionality, curriculum, teaching approaches, instructional materials,
teachers personal attributes and competencies, administrative support, and parents support to
SPED Program; and the last frame which is the output contains the recommendation for
enhancement.
Definition of Terms
For better understanding of the study, the following terms are hereby defined. Some are
conceptually defined and the rest are operationally defined.

Administrative Support. This pertains to the assistance extended by the administration for
the welfare of special education program. This will be measured through checklist questionnaire
and interview.
Approaches. This refers to the educational intervention utilized for SPED pupils and as
used in the study, these will be measured using questionnaire-checklist.
Child’s Exceptionality. This refers to the different exceptionalities enrolled in the Special
Education Program which include children and youth with special needs as mental retardation,
giftedness and talent, specific learning disability, emotional and behavioral disorders, speech and
language disorders or communication disorders, hearing impairment, visual impairment,
physical impairments, and severe disability.
Curriculum. As used in the study, this refers to the different curricula used in teaching
children with specific exceptionalities which are measured through the use of questionnaire-
checklist.
Instructional Materials. This pertains to the different instructional materials used to teach
children with specific exceptionalities such as audio-visual aids and teaching aids.
Innovations. As used in this study are the changes made by the school administration
regarding the implementation of the Special Education Program in their respective schools as its
institutionalization in 1997.
Parents Support. This refers to the support provided and showed by the parents to
their children and to the Special Education Program. As used in the study, this is measured
using the questionnaire-checklist.

Receiving Teachers. These are the regular/permanent teachers who are teaching and
handling children with exceptionalities and disabilities in the regular class or those who are
mainstreamed in the regular class.
School Administrators. They are the principals and head teachers that supervise and
administer the implementation of SPED program in their own schools.
Special Education Program. A program implemented by the Department of Education to
provide services for children with specific exceptionalities.
Special Education Services. As used in the study are the services offered by the Special
Education Program to cater the needs of children with special needs and those with
exceptionalities.
SPED Teachers. These are the teachers who have trainings on special education and are
assigned to teach children with special needs and with plantilla position for Special Education
Teacher.
Status of SPED Implementation. The existing conditions in the SPED program in public
elementary schools.
Teachers’ Competence. This pertains to teachers’ instructional skills. It will be measured
in this study through checklist questionnaire and interview.
Teachers Personal Attributes. These refer to the desirable qualities and characteristics
possessed by Special Education Teachers and receiving teachers in teaching children with
specific exceptionalities. As used in the study, these are measured using questionnaire-checklist.
Chapter 3
METHODOLOGY
This chapter presents the research design, research locale, the sample, the research
instrument, data collection procedure, and the data analysis procedure.
Research Design
This study used the descriptive survey research design. According to Siquijor-
Enriquez (2004) descriptive method is characterized as a survey or normative approach to the
conditions of the variables of the study. It is also an essential guide to one’s thinking. It is
concerned with conditions of relationships that exists, practices that prevail, and beliefs,
processes that are going on, effect that are being felt or trends that are developing.
Hence, this design was used to determine the existing conditions in public elementary
schools in the division of Marinduque with regard to their implementation of the SPED
program.
Research Locale
The study was conducted in the six districts in the division of Marinduque. There are
181 elementary schools in the division of Marinduque. However, only eleven schools had the
Special Education program; therefore, all of them were included in the study.
The choice of the research locale was due to the researcher’s deep concern of
knowing the status of implementation SPED Program in the said division with respect to
various aspects.
Figure 2. Map of the Division of Marinduque
Figure 2 shows the map of the division of Marinduque where the 11 schools used in
the study are located.

Population and Sample
This study considered three groups of respondents to gather the needed information.
The first group of respondents is the 11 school administrators, the second group 22 Special
Education Teachers (SPET) and the third group are 15 receiving teachers or teachers
handling children with special needs.
The respondents of the study are further distributed below:
Table 1
Respondents of the Study
Name of District School No. of School No. of No. of

Administrator SPET Receiving
Teachers
Boac North District Don Luis Hidalgo Memorial School 1 7 3

Gasan District Gasan Central School 1 1 2
Santa Cruz South District Gabaldon Elementary School 1 3 2
Santa Cruz East District Santa Cruz East Central School 1 1 0
Santa Cruz North Central School 1 2 1
Lamesa Elementary School 1 1 1
Kamandugan Elementary School 1 2 3
Santa Cruz North District
BalogoElementay School 1 1 1
Botilao Elementary School 1 1 0
Ipil Elementary School 1 1 1
Torrijos District Torrijos Central School 1 2 1
Total 11 22 15
Research Instrument
This study utilized the questionnaire-checklist as the main instrument to generate data
from the target respondents. The questionnaire-checklist was validated by persons who were
knowledgeable in the field of research and special education.
The questionnaire –checklist has four parts. The first part contains questions on the
status of the implementation of Special Education Program on the identified schools that
offered SPED in terms of number of years when SPED Program was offered and types of
program services offered in school, types of child’s exceptionality catered, types of
curriculum used in teaching children with special needs with varied exceptionalities,
strategies /methods/ approaches used in teaching children with special needs, instructional
materials used in teaching children with special needs, personal attributes of teachers
handling children with special needs, teaching competencies of teachers handling children
with special needs, administrative support provided in the implementation of Special
Education Program, and parents support provided for in the implementation of Special
Education Program. The second part of the questionnaire consists of questions on problems
that school administrators and SPED teachers encountered in the implementation of the
program. The third part presents solution that respondents made to solve the problems
encountered and the fourth part contains suggestions or recommendation the respondents
could offer to improve the implementation of the program.
In addition, the researcher made use of interview guide question to gather additional
firsthand information from the respondent.

Data Gathering Procedure
Permission to conduct the study was sought from the Division Superintendent after
the questionnaire has been validated. Upon approval, the researcher personally distributed
and administered the questionnaire-checklist to the three groups of respondents. She gave
brief orientation on the purpose of the research. The researcher personally retrieved the
questionnaire to maintain the confidentiality of the respondents’ answers. After the retrieval
of all the copies of questionnaires, the responses were tabulated in tally forms. Afterwards,
the information and data gathered were presented in tables. Finally, the analysis and
interpretation of findings were immediately made.
Statistical Treatment
Data were gathered, tabulated, analyzed, and then interpreted with the help of the
statistician using the appropriate statistical tool.
In order to determine the status of the Special Education Program (SPED) in the
division of Marinduque, descriptive statistics such frequency count and mean were both used.
In order to determine the teaching effectiveness, mean was used. A five point rating
scale was used also to describe its effectiveness to special education children.
Range (Mean Score) Adjectival Equivalent
4.6-5.0 Most Effective

3.6-4.5 Very Effective
2.6-3.5 Effective
1.6-2.5 Less Effective
1.0-1.5 Not Effective
In order to determine the appropriateness of instructional materials used in teaching
pupils with specific exceptionalities, mean was also employed. A five point rating scale was
used to describe its appropriateness.
4.6 -5.0 Most Appropriate

3.6-4.5 Very Appropriate
2.6-3.5 Appropriate
1.6-2.5 Less Appropriate
1.0-1.5 Not Appropriate
In order to determine the level of teachers’ competencies in teaching pupils with
specific exceptionalities, and their personal attributes mean was also applied. A five point
rating scale was used to describe its level of teaching competencies.
4.6-5.0 High
3.6-4.5 Very Satisfactory
3.6-3.5 Satisfactory
1.6-2.5 Fair
1.0-1.5 Needs Improvement
In order to determine the adequacy of the administrative support provided in the
Special Education Program mean was also employed. A five point rating scale was used to
describe its level of teaching competencies.
4.6-5.0 Highly adequate

3.6-4.5 More than adequate
3.6-3.5 Adequate
1.6-2.5 Less Adequate
1.0-1.5 Not Adequate
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the data gathered, organized, and processed statistically, and then
carefully interpreted to obtain information that would answer the problems raised in Chapter 1.
For organization purposes, tables are arranged according to the statement of the
problems. Each one is immediately followed by analysis, interpretation, and discussion based
on the concepts, principles, and theories discussed in the review of related literature and
studies and conceptual framework.
The table below and in the succeeding pages display the status of the Special
Education Program offered in the selected schools in the six districts in the Division of
Marinduque as indicated in Statement of the Problem No. 1
Table 2.1.1
Year when Elementary Schools Offered SPED Program
District Schools Year started

Boac North Don Luis Hidalgo Memorial School 1997
Santa Cruz North Kamandugan Elementary School 2002
Lamesa Elementary School 2008
Balogo Elementary School 2009
Botilao Elementary School 2009
Santa Cruz North Central 2009
Ipil Elementary School 2013
Santa Cruz South Gabaldon Elementary School 2009
Torrijos Torrijos Central 2009
Santa Cruz East Santa Cruz East Central 2011
Gasan Gasan Central 2012
Table 2.1.1 shows that there are only 11 schools in the 6 districts in the Division of
Marinduque that offered Special Education Program. Among these, “Don Luis Hidalgo
Memorial School” of Boac South was the first school that offered the Special Education
Program in 1997, whereas the last school that offered SPED was “Ipil Elementary School” of
Santa Cruz North District as of School Year 2013.
Five years after its institutionalization in the Division of Marinduque, other schools
that have also identified cases of children with disability and exceptionality followed which
include Kamandugan ES in 2002, Lamesa ES in 2008, Balogo ES, Botilao ES, Gabaldon ES,
and Torrijos ES all in 2009, and Gasan ES 2012.
Findings imply that the Division of Marinduque followed and complied with the
mandate of the institutionalization of Special Education Program as stated in DECS Order
No. 26, s. 1997 that the division should mandate all the districts to organize Special
Education Program where there are identified children with special needs. It aims to provide
access to basic education among children with special needs which include the
gifted/talented, the mentally retarded, the visually impaired, the hearing impaired, the
orthopedically handicapped, the learning disabled, the speech defectives, the children with
behavior problems, the autistic children and those with health problems through the formal
system and other alternative delivery services in education.
Other mandates that support the program include Education Act of 1982 or Batas
Pambansa Bilang 232 that states the right of every individual to relevant quality education
regardless of sex, age, breed, socioeconomic status, physical, and mental condition, social
and ethnic origin, political and other affiliations and Republic Act No. 3262 “An Act To
Promote the Education of the Blind in the Philippines.
Table 2.1.2
Reasons for Offering the Special Education (SPED) Program after 1997
Respondents
Reasons Freq. Rank
School SPED Receiving
Administrator Teachers Teachers
1. No available SPED teacher to handle. 9 11 5 25 1
2. There are special children in the community. 6 12 4 22 2
3. SPED Program offered in different school because of its

demands and to address the needs of children with special 3 6 2 11 3.5
needs.
4. The only time to initiate the program and SPED Teacher
3 7 1 11 3.5
was given regular plantilla position.
5. Because it was mandated that each school should have
1 3 0 4 5
special schools to support and educate the special children.
6. Clients on that time are kept by the parents only in their
0 3 0 3 6
house.
7. It is also because the school is having the controlling
power /influence to communicate with other barangays to `1 1 2 7
make that all children w/ special with special needs will be 0
provided with adequate learning full attention
Table 2.1.2 presents several reasons for offering the Special Education Program in
1997 from school administrators, SPED teachers, and receiving teachers in the 11 schools
that cater SPED program. Data showed that “No available SPED teacher to handle” was the
primary reason why some schools offered the SPED program only after 1997. Data further
revealed that although there were already identified children with exceptionality, still some
schools could not offer because there were no teachers to handle or teach these children.
Findings implied that most of the school administrators have no training in SPED .
This hindered them from offering the program in their respective schools. They do not know
how to manage SPED program; thus, they could not help or train teachers to teach and
handle these children with special needs. It was supported by the guidelines on the
institutionalization of SPED Program DECS Order no. 26, s. 1997, that teachers and
administrators must have trainings in the SPED program. This means that teachers can only
teach children with special needs if they have the necessary trainings and expertise to handle
these cases. Thus, it seemed to be a hindering factor for some schools to offer the Special
Education Program in their schools although they have already identified cases of these.
Nevertheless, the program was offered in some schools with identified cases of
children with special needs. Just like what DECS Order No. 26, s. 1997 states that the Special
Education Program must be offered in all districts under the division once there were already
identified cases of disabilities and exceptionalities.
Other reasons given for offering the program include that school should adhere to give
equal opportunity to children regardless of their status as what was stated in Section 24 of the
Education Act of 1982 or Batas Pambansa Bilang 232 that Special Education Service of the
same law affirms that the State further recognizes its responsibility to provide, within the
context of the formal education system services to meet special needs of certain clientele,
who are the special children.

Table 2.1.3
Innovations in the SPED Program after it was offered
Respondents
Innovations School SPED Receiving Freq. Rank
Administrator Teachers Teachers
(11) (22) (15)
1. There is a new SPED Laboratory with some
instructional materials/appliances, computer, manipulative
11
and educational toys that cater 22 12 45 1
the needs of the SPED teachers in teaching.
2. The teachers’ competence in handling
children with special needs improved.
Teachers were sent to some trainings and 11 22 10 43 2
seminars in the national, division, and
district levels.
3. SPED Program is included in the SIP of
the program of some schools in which there
were allotted budget for SPED 11 15 10 36 3
instructional materials and included in the
School program and activities.
4.Developed an individualized education
plan for the pupils.
11 20 0 31 4.5
5. The number of SPED teachers increased.
SPED teachers were trained based on the
type of exceptionalities they handled. 9 10 12 31 4.5
6.Other services were offered for children
with these types of exceptionalities such
as Hearing Impairment, Autism,
Intellectual Disability, and Speech defect 11 9 9 29 6
hence, the
number of SPED teachers increased.
Table 2.1.3 discloses 6 different innovations or changes in the SPED program
according to school administrators, SPED teachers, and receiving teachers. Findings revealed
the first innovation made was the construction of the Special Education Laboratory in the
SPED Center with some instructional materials/appliances, computer, manipulative
materials, and educational toys that cater the needs of the SPED teachers in teaching with 45
responses. The installation of the SPED Laboratory in the SPED Center in the division was in
compliance to what was stipulated in DECS Order No. 26, s. 1997 that every division shall
have this which primary function is to cater the needs of the special children. Findings were
also true to what has been stated in Special Education at the Division Level that school
principals have to provide physical facilities for the SPED program and the assist the SPED
teachers in the procurement of the equipment and supplies. This implied that as time passed
by, school administrators were able to see and fill in the needed instructional materials for the
Special Education Program in their respective schools to help SPED teachers teach properly
the curriculum of the program
Next to this, the division of Marinduque finds ways and means to enhance the
teaching competencies of teachers in the Special Education Program by sending teachers to
seminars and workshop. Other supports provided include inclusion of the Special Education
Program in the School Improvement Plan and allotment of budget to support the SPED
programs and activities.
It could be noted also that other services were also offered to cater other identified
exceptionalities such as hearing impairment, autism, intellectual disability, and speech defect
thus, the number of SPED teachers increased.
Findings implied that school administrators, SPED teachers, and receiving teachers
knew and adhered to the policies and guidelines in Special Education in the Philippines, thus,
after the institutionalization of SPED program in their respective schools they do necessary
things in order to comply with the program.

Table 2.1.4
Types of Services offered in the SPED Program
Types of Special
DLHMS Kamandugan sa Balogo Botilao SCN Ipil Gabaldon TCS SCECS GCE Frequency Rank
Education Services
Lame ES ES ES ES
1. Special Class ES ES
Plan / Self 1 1 1 1 1 1 1 1 0 1 1 10 1
Contained
2. Mainstreaming/
Integration 1 1 1 1 1 1 1 1 0 0 1 9 2
3. Resource Room
Plan 1 1 1 1 1 1 1 1 0 0 0 8 3
4. Special
Education Center 1 0 0 0 0 0 0 0 1 0 0 2 4
5. Hospital &
Homebound 0 0 0 0 0 1 0 0 0 0 0 1 5.5
Instruction
6. Others:
Transition Program
1 0 0 0 0 0 0 0 0 0 0 1 5.5
Legend:
DLHMS-Don Luis Memorial Hidalgo Memorial School Ipil ES-Ipil Elementary School
Kamandugan ES-Kamandandugan Elementary School TCS- Torrijos Elementary School
Lamesa ES-Lamesa Elementary School SCECS-Santa Cruz East Central School
Balogo ES-Balogo Elementary School GCE- Gasan Central School
SNCS-Santa Cruz North Central School
Table 2.1.4 shows the type of Special Education Services. Data revealed the most
used type of services in the districts is “Self-Contained” service with a recorded frequency of
10. Findings implied that most of the special children enrolled in the Self-Contained services
in the Special Education Program have severe problems which make it difficult for them to
cope in regular classroom setting. At times, they are with normal peers, but they are usually
not in an academic situation. It was supported by the research on the Development of
Welfare and Education for Children with Mental Retardation Towards Inclusion: The
Philippine Experience conducted by Inciong et al., (2007) who stated that Special class plan
is self-contained with provision for pull-out in which the ultimate goal is to help children
cope and learn in this type of class since these children with severe problems have difficulties
learning in a regular classroom scenario.
Results also revealed that some children with exceptionalities were mainstreamed or
integrated in the regular class like children with learning disabilities, hearing impaired, and
visually impaired as their teachers found out they have already readiness. Prior to this,
children with these exceptionalities were trained and taught in the resource room to use the
necessary equipment or material for their exceptionality.
Table 2.1.5
Types of Exceptionalities and Number of Pupils Enrolled in the Elementary Schools with
SPED Program
Elementary Schools Total
DLHMS Kamandugan Lamesa Balogo Botilao SCN Ipil Gabaldon TCS SCECS GCE Rank
Exceptionalities Enrolees
ES ES ES ES ES ES
1. Gifted/talented 30 0 0 0 0 0 0 28 31 0 0 89 1
2. Specific Learning 9 16 22 6 5 15 6 3 4 0 2 88 2
Disability (LD)
3. Intellectual Disability 13 4 4 0 3 3 0 2 9 2 3 43 3
(Mental Retardation)
4. Severe Disabilities 13 0 0 1 0 1 0 6 0 0 0 21 4
(Autism & Cerebral Palsy)
5. Hearing Impairment 9 0 2 0 0 2 2 0 0 0 2 17 5
6. Visual Impairment 7 3 0 1 0 0 1 3 0 0 0 15 6
7. Physical Impairment 0 0 0 2 1 5 1 0 2 0 0 11 7.5
8. Speech and Language 0 2 1 0 1 1 0 0 4 0 3 12 7.5
Disorders or communication
disorders (Deaf & Mute)
9. Emotional Behavior 0 0 1 0 0 0 0 0 1 0 0 2 9.5
Problem
10. Others please specify 0 0 0 0 0 0 0 0 2 0 0 2 9.5
Special Health Problem
TOTAL 81 25 30 10 10 27 10 42 53 2 10 300
Legend:
DLHMS-Don Luis Memorial Hidalgo Memorial School Ipil ES-Ipil Elementary School
Kamandugan ES-Kamandandugan Elementary School TCS- Torrijos Central School
Lamesa ES-Lamesa Elementary School SCECS-Santa Cruz East Central School
Balogo ES-Balogo Elementary School GCE- Gasan Central School
SNCS-Santa Cruz North Central School
As shown in the table, the highest cases of exceptionality are the “Gifted/Talented”
children specifically present in Torrijos Central School with 31 responses, Don Luis Hidalgo
Memorial School with 30 responses, and Gabaldon Elementary School with 28 responses
with a total of 89 responses or rank 1, whereas the lowest case was the “Deaf and Mute” with
1 response or rank 13 catered in Torrijos Central School. This goes to show that these three
schools are big schools with high number of enrollees which means that they have high
possibilities of having these kinds of learners based on the assessment they conducted as of
school year 2012-2013.
According to Davis and Rimm (2004) gifted or talented children enrolled in SPED
programs are those with exceptional talents and learning potentials that have needs and
require specific knowledge and attention. In addition, these children upon enrolled were
diagnosed or assessed as Gifted/Talented based on the assessment conducted by the SPED
teachers in their respective schools. Furthermore, only these schools have the assessment
tools for “Gifted or Talented” and they have trained teachers for these exceptionality.
The next higher enrolment is in item no.7 “Learning Disability” with 88 responses or
rank 2 in almost all schools in the district except in Torrijos Central School, Torrijos District.
This means that “Learning Disability is a common exceptionality in most of the pupils in
schools based on the result of assessment conducted for learning disabilities. On the other
hand, Torrijos Central School does not cater program for children with learning disability
because there were no teachers who specialized in the said exceptionality/disability.
Results also revealed other cases of children with exceptionalities enrolled in the
SPED program like those with intellectual disability or mild mental retardation, hearing
impairment, visual impairment, physical impairment, speech and language disorders or
communication disorders, emotional behavior problem and those with special health
problems like the epileptic children.
In a nutshell, the Special Education Program in the Division of Marinduque catered to
different exceptionalities.
The table below and in the succeeding pages present the types of curriculum, teaching
approaches and instructional materials used for teaching children with different
exceptionalities as indicated in the Statement of the Problem No. 1.
Table 2.2.1
Curriculum Used in Teaching Children with Different Exceptionalities
Exceptionalities
Curriculum Total Rank
G EBD HI ID PI SD LD SLD SHP VI Frequency
A CP
Modified 0 3 4 9 0 6 2 13 0 1 5 51 1
Curriculum
Functional 0 0 2 2 0 4 1 0 0 0 2 11 2
Curriculum
Special 3 0 2 1 0 2 0 1 0 0 1 10 3
Curriculum
Curriculum 0 0 0 0 0 0 0 0 0 0 2 2 4
Plus Skills
Legend:
G/T- Gifted/Talented ID-Intellectual Disability LD- Specific Learning Disability
EBP-Emotional Behavior Disorder PI-Physical Impairment SLD -Speech and Language Disorder
HI- Hearing Impairment SD-Severe Disabilities VI- Visual Impairment
(Autism & Cerebral Palsy)
Table 2.2. reveals that among the curricula used in teaching children with different
exceptionalities, “Modified Curriculum” was the most used curriculum with a recorded score
of 51, whereas the lowest score was noted in “Curriculum Plus Skill” with 4 responses.
Findings implied that there was no prescribed curriculum given to be used by teachers in
teaching children with different exceptionalities, thus, some teachers modified the regular
curriculum or basic education curriculum to suit or adapt to the needs of their diverse
learners. It could be inferred also that some school administrators also found out also the
same things.
Teachers modified the curriculum to adapt to the specific needs of their learners and
suit to the abilities of the learners based on their exceptionalities. Results were supported by
Section 1 of Article V of the “Policies and Guidelines for Special Education” adopted for
Special Needs Education Program which is the prescribed curriculum for children with
special needs in the regular class. On the other hand, “Curriculum Plus Skill” has limited
uses or applicability. This implied that the “Curriculum Plus” cannot be used to all types of
children with exceptionalities. Rather, this curriculum is limited and applicable for the blind
or low vision children only. Findings were supported by Hatlen (1996) who stated that
“Curriculum Plus Skill” is a curriculum for the blind and with low vision impairment. This
skill includes training, orientation and mobility of teachers in using abacus, braille reading
and writing. Recorded bool and the like which are all for the blind and low vision children.
Table 2.2.2.a
Effectiveness of the Teaching Approaches Used in Teaching Pupils with Giftedness
Teaching Approaches gifted/talented Mean Adjectival Rating
Montessori Approach 5.00 Most Effective
Cognitive/Metacognitive approach 4.61 Most Effective
Self- directed learning 4.51 Very Effective
Computer assisted instruction 4.21 Very Effective
Cooperative learning 3.52 Effective
Peer mediated approach 3.22 Effective
Direct Instruction 2.41 Less Effective
Legend:
4.6 - 5.0 Most Effective 2.6 – 3.5 –Effective 1- 0 - 1.5 – Less Effective
3.6 – 4.5 Very Effective 1.6 – 2.5 – Less Effective
Table 2.2.2.a shows the teaching approaches for children who are gifted and talented.
Data disclosed that almost all the approaches were found to be effective, 2 out of 7
approaches were found to be “Most Effective”, the other 2 were found to be “Very Effective”
while the remaining 2 approaches were also found to be “Effective” and the last approach
found to be “less effective.” This goes to show that most gifted and talented children were
independent learners. They need not to be fed with daily instruction, instead, teachers will
just facilitate learning inside the class. Children work as if teachers do not exists as stated by
Montessori (1952). Furthermore, some teachers were using Cognitive and Metacognitive
approach for these kind of exceptionalities because approaches like process-based
instruction, reciprocal teaching, and strategy trainings are ways to assist learners make
connections of the skills, knowledge, and concepts learned. In addition, learners are
expected to be able to independently tackle new and challenging tasks in school and the
outside world (Jenkins et al., 2003).
Conversely, “Direct Instruction” scored low because children who are gifted and
talented do not need much instruction, hence, they can work independently and are facilitated
only by their teachers. Besides, this method involves highly structured and explicit teaching
content which are mostly used for students with low understanding (Arthur-Kelly, 2008).
Table 2.2.2.b
Effectiveness of the Teaching Approaches Used in Teaching Pupils with Emotional Behavior
Disorder
Teaching Approaches / Strategies Mean Adjectival Rating

Behavior Modification 4.50 Very Effective
Pull Out Method 4.33 Very Effective
Applied Behavior Analysis (ABA) 4.33 Very Effective
Individualized Education Plan (IEP) 4.25 Very Effective
Task Analysis 4.00 Very Effective
ITT 4.00 Very Effective
Diagnostic Prescriptive Teaching Approach 4.00 Very Effective
Intervention Approaches 4.00 Very Effective
Direct Instruction 3.66 Very Effective
Legend:
Table 2.2.2.b displays the teaching approaches used for teaching children with
emotional behavior problem. Results revealed that among the listed approaches, “Behavior
Modification” received the highest mean of 4.50 or rank 1 interpreted as “Very Effective.”
This was supported by Huitt and Hummel (1999) who stated that the approach/techniques
was best used and effective for children with emotional behavior problems. It was also
supported by Krumboltz and Krumboltz (1992) saying that this approach wanted to develop a
new behavior, maintain an established behavior, stop misbehavior and modify the emotional
behavior of children having emotional disorder problem. Conversely, “Direct Instruction”
received the lowest recorded mean of 3.66 yet still within the bracket of “very effective”
hence this is commonly used and applicable for children with learning disability, and those
which are mainstreamed in regular classes such as hearing impaired, visually impaired and
the gifted or talented and not much with children with emotional behavior problems.
Table 2.2.2.c
Effectiveness of the Teaching Approaches Used in Teaching Pupils with Hearing Impairment
Teaching Approaches / Strategies Mean Adjectival Rating

Aural / Oral Approach 5.00 Most Effective
Direct Instruction 4.60 Most Effective
Montessori Approach 4.50 Very Effective
DPT Approach 4.33 Very Effective
Multisensory Approach 4.33 Very Effective
ABA 4.00 Very Effective
Diagnostic Prescriptive Teaching Approach (DPT) 4.00 Very Effective
Unit Teaching Approach 3.50 Effective
Intervention Approaches 3.45 Effective
Behavior Modification 2.50 Effective
Legend:
Table 2.2.2.c presents the different teaching approaches used for children with
hearing impairment. Findings revealed that among the list of approaches, “Aural/Oral
Approach” received the highest mean of 5.0 and “Direct Instruction with 4.6 both interpreted
as “Most Effective” whereas, the lowest was recorded in “Behavior Modification” with 3.0
interpreted as “Effective.” This goes to show that the most suited and applicable teaching
approach for the deaf is the “Aural/Oral Approach” in which all teachers handling this
exceptionality made use of this approach and found it very effective because according to
Stone (1997) this is the only program that intends to develop residual hearing and speaking
ability of the children as intelligibly as possible. Another approach which was also found
“Most Effective” in teaching children with hearing impairment is the “Direct Instruction”.
According to Carnine (1990) this approach involves certain teaching procedure and scripted
lesson that tells the teachers what should do and say for each task presented in the lesson.
This goes to say that teachers teach this manner in a one-on-one base instruction. They were
able to give more attention and address problems and needs of children.
Other teaching approaches which are in the bracket of 3.6 to 4.5 were found to be
“Very Effective” for teaching children with hearing impairment include “Montessori
Approach, Task Analysis, Pull Out Method, Multisensory Approach, Applied Behavior
Analysis (ABA), and Clinical Teaching.” All these approaches present detailed or step by
step procedure or instruction that helps the children acquire or learn the basic life skills. On
the other hand, “Behavioral Modification” got the lowest mean of 2.50 interpreted as “Less
Effective” because this is not applicable or suited to this kind of exceptionality, hence, it is
mostly used for teaching children with emotional behavior disorder.

Table 2.2.2.d
Effectiveness of the Teaching Approaches Used in Teaching Pupils with Intellectual

Disability (Mental Retardation)
Teaching Approaches Mean Adjectival Rating

ABA 5.00 Most Effective
Aural / Oral Approach 4.54 Very Effective
DPT Approach 4.53 Very Effective
IEP 4.37 Very Effective
Behavior Modification 4.33 Very Effective
Montessori Approach 2.00 Less Effective
Legend:
Table 2.2.2.d presents the teaching approaches for children with intellectual disability
or mild mental retardation.
Data showed that almost all of the approaches are applicable and found to be
effective. Furthermore, from the enumerated approaches, “Applied Behavior Analysis (ABA)
received a recorded mean of 5.0, interpreted as “Most Effective.” Data implied that since
children belong to this exceptionality have mental retardation, their behavior are
uncontrollable and they may be harmful at times. Thus, Special Education teachers need to
use this approach to reinforce positive behavior among them. Findings were supported
advocates of ABA approaches as cited by Inciong et al., (2007) that misbehavior should be
reduced among mentally retarded children because if not it may cause harm or interfere
learning to bring and develop positive behavior to special children.
Contrary to the findings, “Montessori Approach” got the lowest recorded mean of 2.0
interpreted as “Less Effective” hence, children with this kind of disability cannot work
independently and were not responsible for their actions. They need proper guidance and care
of children and parents or anybody around him/her, which was not an advocate of Montessori
Approach (Montessori, 1952).
Table 2.2.2.e
Effectiveness of the Teaching Approaches Used in Teaching Pupils with Physical

Impairment

Individualized Education Plan 3.75 Very Effective
Task Analysis 3.56 Effective
Multisensory Approach 3.56 Effective
Pull Out Method 3.50 Effective
Individualized Teaching Tutorial 3.00 Effective
Clinical Teaching 3.00 Effective
Montessori Approach 3.00 Effective
Aural / Oral Approach 3.00 Effective
Direct Instruction 2.75 Effective
Diagnostic Prescriptive Teaching Approach 2.53 Effective
Applied Behavior Analysis (ABA) 2.23 Less Effective
Unit Teaching Approach 2.21 Less Effective
Intervention Approaches 2.00 Less Effective
Legend:
Table 2.2.2.e enumerates the list of approaches used for teaching children with
physical impairment like the multiple handicapped. Among these, “Individualized Education
Plan (IEP)” received the highest mean of 3.75 interpreted as “Very Effective.” Results
implied that most of the teachers teaching and handling children with this exceptionality
made use of this approach and found it effective, hence, IEP was designed for children with
special needs. It identifies learning expectations that accommodate the special education
services and the need to assist the children in achieving their learning expectations. This goes
to show that teachers used this approach as both assessment tool and monitoring progress to
address the needs of each child. Hence, these children are multiple handicapped, they need an
individualized education plan to monitor their level of learning, skill, and achievement.
On the other almost all of the listed items were found to be “Effective” which are in
the bracket of 2.53 to 3.56, these include “Task Analysis, Multisensory Approach,
Individualized Teaching, Clinical Teaching Approach, Montessori Approach, Aural/Oral
Approach, Direct Instruction, and Behavior Modification.” This goes to show that children
with multi handicapped have multiple disabilities, thus, many of the approaches are being
used to fit to each of their disability.
Conversely, the “Intervention Approach” with 2.0 is the noted to be the “Less
Effective” hence, this is rarely used for this exceptionality because this is more often used to
children with autism disability. Other approaches such as “Applied Behavior Analysis” with
2.23 and “Unit Teaching Approach” with 2.21 were both uncommonly used for this
exceptionality, because, these are both suited for children with mild mental retardation, thus,
these are not effective to children with multiple handicaps.

Table 2.2.2.f
Effectiveness of the Teaching Approaches Used in Teaching Pupils with Severe Disabilities
Teaching Approaches / Strategies Mean Adjectival Rating Rank

IEP 3.77 Very Effective 1
ITT 3.54 Effective 2
Oral/Aural Approach 3.50 Effective 4
Multisensory Approach 3.50 Effective 4
Task Analysis 3.50 Effective 4
ABA 3.33 Effective 6
Clinical Teaching 3.00 Effective 8
DPT Approach 3.00 Effective 8
Intervention Approach 3.00 Effective 8
Direct Instruction 2.80 Effective 11
Pull Out Method 2.00 Less Effective 13
Montessori Approach 2.00 Less effective 13
Legend:
Table 2.2.2.f presents the teaching approaches used for children with severe
disabilities such as the autistic and cerebral palsied. Results revealed that among the listed
teaching approaches, “Individualized Education Program” got the highest mean of 3.77 or
rank 1, interpreted as “Very Effective.” This goes to show that SPED teacher handling this
exceptionalities prepared specific instructional objectives for the clientele. Goals and
objectives included in the program are personalized or individualized or case to case basis to
be able to measure the progress and development of the child. As stated by McLaughlin
(1993), the IEP becomes effective because the teacher knows exactly what to do and measure
to the child and it is being monitored using the plan to know whether the child has achieved
or made progress of his own.

On the other hand “Pull out Method” and Montessori Approach” both had a mean of
2.0, interpreted as “Less Effective.” This could be attributed to the fact that children with
autism and cerebral palsy or with severe disabilities were already separated from the regular
classes, that is, teachers do not mainstream them with the regular pupils because they need
much attention and care as compared to regular other children with exceptionalities like those
with learning disabilities. Moreover, children within this case could not work independently,
hence, their disabilities are in severe conditions which is an extreme contradiction of the
what the Montessori approach advocates.
Table 2.2.2.g
Effectiveness of Teaching Approaches Used in Teaching Children with Specific Learning

Disability

Diagnostic Prescriptive Approach 3.99 Very Effective
ABA 3.25 Effective
Aural / Oral Approach 2.00 Less Effective
Legend:
Table 2.2.2.g displays the effectiveness of teaching approaches used in teaching
children with learning disability. Findings revealed that 7 out 12 listed teaching approaches,
were found to be “Very Effective” with a recorded mean of 3.66 to 4.00 whereas 5 were
found to be “Effective” with a recorded mean of 3.25 to 3.57.
Results implied that different approaches such as Pull Out Method, Diagnostic
Prescriptive Approach, Task Analysis, Multisensory Approach, IEP, Intervention
Approaches and Individualized Teaching Tutorial were very effective approaches used in
teaching children with specific learning disability. It could be inferred that most teachers
used “Pull Out Method” for this kind of exceptionality because these children are
mainstreamed in the regular class and they are being pulled out and brought to the resource
room to make use of equipment and instructional materials especially designed for their
exceptionalities. This further implied that they are being taught in a tutorial basis or one on
one instruction in the resource room once teachers pulled them out from the regular class.
This method was effective because these children learn best because they were given
complete attention and focus during instruction and that their needs are properly addressed
(Joshi et al., 2000).
Other approaches which were also “very effective” in teaching children with learning
disability include “Multisensory approach, Individualize Education Plan (IEP), Task
Analysis, and Intervention Approaches (Inciong et al., 2007). Conversely, among the list of
teaching approaches for teaching children with learning disability, “Aural/Oral Approach”
had the lowest mean of 3.0 interpreted as “Less Effective” because it was rarely used for
children with learning disability. It also implied that “Aural / Oral Approach” is not an
appropriate approach for teaching children with “Learning Disability” hence, according to
Stone (1997), a child who attends this kind of program has usually with hearing and speaking
impairment.
-Table 2.2.2.h
Effectiveness of the Teaching Approaches Used in Teaching Pupils with Language Disorder
or Communication Disorder
Teaching Approaches/Strategies Mean Adjectival rating
Pull Out Method 5.00 Most Effective
Montessori Approach 4.50 Very Effective
Behavior Modification 2.40 Less Effective
Aural / Oral Approach 2.00 Less Effective

Legend:
Table 2.2.2.h displays the teaching approaches used for children with language
disorder or communication disorder such as the deaf and the mute. Results disclosed that
majority of the listed approaches are effective in teaching children having this disability.
Furthermore, among the enumerated approaches, “Pull out Method” was the “Most
Effective” with a recorded mean of 5.00. This means that children who are deaf and mute or
those with communication disorders are still mainstreamed to regular classes at a certain
period of time like half day session. As what Inciong et al., (2007) discussed in her book
“Introduction to Special Education” children are pulled out so that SPED teacher can teach
them the needed skill, just the like proper and correct sign language in order to communicate
hence much concentration and attention was given to them in order to acquire this skill.
Other “Very Effective” approaches include Multisensory, Montessori Approach, Task
Analysis, Individualized Education Program (IEP), Individualized Teaching Tutorial (ITT)
and Direct Instruction. This means that having lost of their sense of hearing, other senses
such as sense of sight and feeling are reinforced among the deaf and mute so that they still
perceive and transmit communication which become possible using these approaches.
On the contrary, children having this exceptionality are harmless, so behavior
modification approach is not much applicable to them and found to be “Less Effective” with
2.00 mean, same as the “Aural/Oral Approach.” The fact that children with this
exceptionality are mostly deaf and mute, teachers need to make use more of sign language in
communicating with them and not much with oral communication.

Table 2.2.2.i
Effectiveness of the Teaching Approaches Used in Teaching Pupils with Visual Impairment
Teaching Approaches/Strategies Mean Adjectival Rating

Individual Education Plan 3.75 Very Effective
Pull Out Method 3.48 Effective
ITT 3.40 Effective
Task Analysis 3.33 Effective
Aural / Oral Approach 3.25 Effective
Unit Teaching Approach 3.00 Effective
Diagnostic Prescriptive Teaching Approach 2.66 Effective
Diagnostic Descriptive Teaching (DPT) approach 2.60 Effective
Intervention Approaches 2.33 Less Effective
Legend:
Table 2.2.2.i discloses the different teaching approaches used for teaching children
with visual impairment. Findings implied that among the approaches listed above,
“Multisensory Approach” is very effective with a recorded mean of 3.80 and Individual
Education Plan (IEP) with 3.75 both interpreted as “Very Effective.” Findings were
attributed to the fact that children who are visually impaired made use of all their remaining
senses such as hearing, smelling, feeling, and tasting, hence, they lost their sense of sight.
Furthermore, using a multisensory teaching approach means helping a child to learn through
more than one of the senses. Multisensory methods are also known as VAK modalities which
include visual, auditory, and kinesthetic. The best teaching method is to involve the use of
more of the child’s senses, especially the use of touch and movement or kinesthetic. This
gives the child’s brain tactile and kinesthetic memories to hang on to, as well as the visual
and auditory ones (Sahu, 1991). Whereas, Individual Education Plan (IEP) is another “Very
Effective” teaching approach for teaching children with visual impairment, hence, an IEP
defines the individualized objectives of a child who has been found with a disability.
In addition, it intends to help children reach educational goals more easily than they
otherwise would. In all cases the IEP must be tailored to the individual needs as identified by
the IEP evaluation process, and must especially help teachers understand the children
disability like the visually impaired ones, and how their disability affects the learning
process. It has been found effective also because it describes how the children with disability
learn, how they best demonstrates that learning and what teachers and service providers will
do to help them learn more effectively (Lewis, 2005).
On the contrary, the least used teaching approach for the visually impaired children
with a recorded mean of 2.33 interpreted as “Less Effective” was “Intervention Approach.”
This is so because this teaching approach is especially designed for children with learning
disability which include medical, psychological, and dietary or clinical interventions. (Bray,
Ross & Todd, 1999). This goes to show that this approach is not suited to use for children
with visual impairment.
Tables below and in the following pages present the appropriateness of the
instructional materials used for teaching children with specific exceptionality as stated in the
Statement of the Problem No. 1.

Table 2.2.3.a
Appropriateness of the Instructional Materials Used in Teaching Gifted/Talented Pupils
Instructional Materials used for Gifted/Talented Mean Adjectival Rating
Video tape and CDs 4.6 Most Appropriate
Metacards, tangrams and puzzles 4.5 Most Appropriate
Story books 4.3 Very Appropriate
Concrete objects 4.2 Very Appropriate
Flash cards and charts 3.7 Very Appropriate
Radio cassettes and puppets 3.5 Appropriate

Legend:
4.6-5.0 – Most Appropriate (MA) 2.6 – 3.5 Appropriate (A)
3.6 - 4.5- Very Appropriate (VA) 1.6-2.5- Less Appropriate (LA)
1.00-1.50-Not Appropriate (NA)
Table 2.2.3.a displays the appropriateness of the instructional materials used in
teaching gifted/talented children enrolled in the Special Education Program. Results showed
that all of the instructional materials being used by the SPED teachers in teaching these
children are found to be appropriate, in which 2 out of 6 sets of instructional materials were
found to be “Most Appropriate” 4 were “Very Appropriate” and 1 “Appropriate.” This means
that all the teachers know the right instructional materials to be used for teaching pupils with
this kind of exceptionality. They are appropriate since these help children to enhance their
knowledge, skills, and talent.
It can be inferred also from the table that the available instructional materials being
used by SPED teachers and receiving teachers were very limited in number as compared to
the instructional materials which are expected to be used by SPED teachers in teaching like
computers, laptop and its application. These technological teaching devices could improve
more the teaching of the gifted and talented children if only these are available. It was
supported by Willin and Mann (2002) who claimed that the application of technology and
internet connection offers numerous options for the delivery of content and advancement to
education.
Table 2.2.3.b
Appropriateness of the Instructional Materials Used in teaching pupils with Emotional

Behavior Disorder
Instructional Materials used for Behavior Problem Mean Adjectival Rating

Audio visual materials 4.78 Most Appropriate
Worksheets 4.40 Very Appropriate
Experience Reading Materials 3.90 Very Appropriate
Tape recorders 3.70 Very Appropriate
Textbooks 3.70 Very Appropriate
Legend:
4.6-5.0 – Most Appropriate (MA) 2.6 – 3.5 Appropriate (A) 1.0-1.5-Not Appropriate (NA)
Table 2.2.3.b displays the list of instructional materials used for children with
emotional behavior disorder. Results revealed all of them are found to be “Very Appropriate”
instructional materials. Furthermore, from among the list “Audio visual materials” got the
highest recorded mean of 4.78. This goes to show that children with this exceptionality are
being taught also of the basic skills such as reading, writing, and arithmetic. These are made
possible using the audio visual materials used by the Special Education Teachers. Teaching
them does not only stop here, teachers also reinforce the skills by giving them worksheet,
more reading materials, textbooks, and with the use of tape recorded so that teacher may just
replay the listening text.

Table 2.2.3.c
Appropriateness of the Instructional Materials used in teaching pupils with Hearing

Impairment
Instructional Materials used for hearing impairment Mean Adjectival Rating

Hearing aid 4.45 Very Appropriate
Speech Kit containing feathers, balloons, small spatula, teaspoon, drinking
4.38 Very Appropriate
glass, small mirror, cotton pledgets
Tape recorder/cassette with tapes 4.33 Very Appropriate
Chart, pictures and puppet 4.30 Very Appropriate
Workbooks 4.25 Very Appropriate
Speech trainer 4.20 Very Appropriate
Group Hearing Aid 4.00 Very Appropriate
Auditory training equipment 4.00 Very Appropriate
Adapted PE Apparatuses (especially for balancing) 4.00 Very Appropriate
Textbook/workbook 3.91 Very Appropriate
Materials for developing vocational skills ( sewing, craft, workshop,
3.67 Very Appropriate
globe/maps, basic science kit)
Legend:
4.60-5.00 – Most Appropriate (MA) 2.60 – 3.50 Appropriate (A) 1.00-1.50-Not Appropriate (NA)
Table 2.2.3.c displays the list of instructional materials used for teaching
children with hearing impairment. Findings revealed that all of the enumerated
instructional materials were “Very Appropriate” or within the bracket of 3.6 -4.0
Further, from among the list, the highest recorded mean was noted at “Hearing Aid”
with 4.45 or rank 1. This could be attributed to the fact that hearing aid is a very
important teaching device so that hearing impaired pupils could at least hear
communication from people around him/her.

Table 2.2.3.d
Appropriateness of the Instructional Materials Used in teaching pupils with Intellectual

Disability (Mental Retardation)
Instructional Materials used for intellectual disabilities Mean Adjectival Rating

Adapted PE apparatuses for exercises, tests, games and illustrations 5.00 Most Appropriate
Textbooks 4.57 Very Appropriate
Materials for developing vocational skill 4.54 Very Appropriate
Sand table 4.50 Very Appropriate
Radio cassette with tape 4.45 Very Appropriate
Wooden hallow blocks 4.40 Very Appropriate
Stuff toy animals (local) 4.14 Very Appropriate
Teacher’s Guide 3.89 Very Appropriate
Miniature household appliances (such as stove, refrigerator, sink, cupboard, 3.83 Very Appropriate
ironing board)
Aquarium 3.33 Appropriate
Legend:
4.6-5.0 – Most Appropriate (MA) 2.6– 3.5 Appropriate (A) 1.0-1.5-Not Appropriate (NA)
Table 2.2.3.d presents the list of instructional materials for teaching children with
intellectual disability or with mild mental retardation. Results revealed that almost of the
listed instructional materials were found to be “Very Appropriate” or within the bracket of
3.6 to 4.5. Yet, from among the list, the highest mean was noted at “Adapted PE apparatuses
for exercises, tests, games and illustrations” with 5.0 or rank 1. This could be attributed to the
fact according to Horn (2004), the instructional materials such as adaptable apparatuses for
exercises, tests, games, and illustrations are intended for use with the educable mentally
handicapped students who are mainstreamed into regular classes.

Table 2.2.3.e
Appropriateness of the Instructional Materials Used in Teaching Children with Physical

Impairment
Instructional Materials used for Multiple Handicapped Mean Adjectival Rating

Real objects 4.40 Very Appropriate
Worksheets 4.30 Very Appropriate
Audio Visual Materials 4.20 Very Appropriate
Self Help kit (eating paraphernalia, clothes, shoes, personality and grooming 4.00 Very Appropriate
kit
Radio cassettes and puppets 3.90 Appropriate
Legend:
4.6 - 5.0 – Most Appropriate (MA) 2.6– 3.5 - Appropriate (A) 1.0-1.5 - Not Appropriate (NA)
3.6 - 4.5 - Very Appropriate (VA) 1.6-2.5 - Less Appropriate (LA)
Table 2.2.3.e presents the instructional materials used for teaching children with
multiple handicapped. Data showed that all available instructional materials used by
SPED teachers and receiving teachers were found to be appropriate, in which 4 out of 5
instructional materials were described to be “Very Appropriate” and 1 was
“Appropriate.” Results revealed that real objects, worksheets, audio visual materials,
self-help kit (eating paraphernalia, clothes, shoes, personality and grooming kit) were
appropriate to use because using these materials the children could be able to get first
hand experiences, like learning by doing. They need to learn by doing since they are
multiple handicapped.
Table 2.2.3.f
Appropriateness of the Instructional Materials Used in Teaching Pupils with Severe

Disabilities
Instructional Materials used for Cerebral Palsy Mean Adjectival Rating

Adjustable desk 5.00 Most Appropriate
Cassette tape recorded with tapes 4.67 Most Appropriate
Materials for developing vocational skills (sewing, craft, 4.50 Very appropriate
workshop, globe/map, basic Science skills)
Mirror 4.33 Very appropriate
Typewriter ordinary 4.25 Very appropriate
Adapted Physical education apparatuses 4.25 Very appropriate
Number board/chart 4.00 Very appropriate
Legend:
Table 2.2.3.f presents the list of instructional materials for teaching children with
severe disabilities like the cerebral palsied and autistic. From among the list, “Adjustable
desk” got the highest mean of 5.00, interpreted as “Most Appropriate.” This means cerebral
palsied and autistic children need this kind of desk while in the classroom so that they could
seat and work comfortably while Special Education teachers are teaching them positive
behavior.
Cassette tape recorder with tapes and the number board/chart both got the highest
mean of 4.67 which revealed its availability and appropriateness used in teaching children
with severe disabilities. Hence, this instructional aid helps to facilitate individual’s learning
among the pupils.

Table 2.2. 3.g.
Appropriateness of the Instructional Materials Used in Teaching Pupils with Specific

Learning Disability
Instructional Materials used for Learning Disability Mean Adjectival Rating

Teachers prepared materials (charts, pictures, puppets, story 4.40 Very Appropriate
books, big books)
Manipulative materials (blocks, counters, clay, lego, puzzle) 4.40 Very Appropriate
Recreational Reading Materials 4.25 Very Appropriate
Reading workbooks 4.06 Very Appropriate
Tape recorders 3.83 Very Appropriate
Laptop/computers 3.77 Very Appropriate
Experience reading materials(job analysis chart) 3.73 Very Appropriate
Newspapers 3.67 Very Appropriate
Legend:
Table 2.2. 3.g displays the instructional materials used for teaching children with
specific learning disabilities like those with dyslexia, developmental aphasia, and
dyscalculia. Results revealed that all of the listed instructional materials were found to be
“Very Appropriate” or within the bracket of 3.6 to 4.5. However, the highest mean was noted
at “Teachers prepared materials such as charts, pictures, puppets, story books, big books”
with 4.40 or rank 1. This could be attributed to the fact that children belong to this
exceptionalities have inability to read and understand written language and mathematics.
Thus, teachers during reading time, need to prepare and use big books with charts and
pictures to facilitate easy understanding of the written language.
Equally “very appropriate” instructional materials also include manipulative materials
like blocks, counters, clay, lego, and puzzle. Findings were supported by (Educational
Facilities Manual, 2000). This further states that children with this disability are able to learn
when they manipulate learning materials like those mentioned previously.
Table 2.2.3.h
Appropriateness of the Instructional Materials Used in teaching pupils with Speech and
Language Disorder or Communication Disorder
Instructional Materials used for Communication Disorder Mean Adjectival Rating
Speech kit 4.86 Most Appropriate
Tape recorder and tape 4.75 Most Appropriate
Special kit (containing feather, ballons, small spatula, teaspoon, drinking glass, 4.75 Most Appropriate
small mirror, and cotton pledgets)
Legend:
Table 2.2.3.h displays different instructional materials for teaching children with
language disorder or communication disorder like the deaf and mute. Findings revealed that
almost all of the listed instructional materials were “Most Appropriate” which belong bracket
of 4.5 to 5.0. However, from among the enumerated instructional materials, “Speech Kit”
received the highest mean of 4.86. This could be attributed to the fact that since children
belong to this exceptionality lost their inability to communicate they need to be taught how to
communicate using sign language acted out first by the Special Education teacher. The set of
sign language is included in the speech kit kept by the SPED teacher. In addition, SPED
teachers also make use of tape recorded, special kit, and workbook in teaching children with
communication disorder to develop their other sensory skills.

Table 2.2.3.i
Appropriateness of the Instructional Materials Used in teaching pupils with Visual

impairment
Instructional Materials used for Visual Impairment Mean Adjectival Rating

Braillewriter 4.78 Most Appropriate
Braille slates and stylus 4.78 Most Appropriate
Tape recorder/ cassette with tape 4.58 Very Appropriate
Sense Training Materials (sound, tactile, olfactory, kinetic) 4.57 Very Appropriate
Abacus 4.45 Very Appropriate
Braille Paper 4.44 Very Appropriate
Radio 4.25 Very Appropriate
Spur Wheel/Tracer 4.25 Very Appropriate
Braille Textbooks 4.00 Very Appropriate
Large Print Textbooks 4.00 Very Appropriate
Hand Tools 3.83 Very Appropriate
Embossed globe 3.67 Very Appropriate
Flannel board 3.67 Very Appropriate
Chalkboards 3.60 Very Appropriate
Magnifier 3.57 Very Appropriate
White cane 3.57 Appropriate
Charts, pictures, puppet 3.56 Appropriate
Embossed map 3.50 Appropriate
Bulletin board 3.50 Appropriate
Wall Mirror (life size) 3.40 Appropriate
Jaws window 3.00 Appropriate
Large Print Typewriter 2.67 Appropriate
Adapted PE Apparatuses 2.50 Less Appropriate
Legend:
Table 2.2.3.i shows the instructional materials for teaching children with visual
impairment. Data revealed that almost all of the enumerated instructional materials are
appropriate except for “Adapted PE Apparatuses” with 2.50. Furthermore, two from the list got
the highest recorded mean of 4.78 which are both interpreted as “Most Appropriate”. These are
braillewriter and braille slates and stylus. This means that the priority skill that special children
need to learn in school is reading. It seemed difficult, thus, only trained Special Education
teachers can teach this. Moreover, the use of braille also aids them to write.
In contrast, “Adapted PE Apparatuses” were found to be “Less Appropriate” because
visually impaired have seldom outdoor activities.
Table 2.2. 4.a
Level of Teaching Competency of Teacher Handling Children with Special Needs

Respondent
School SPED Teacher Receiving Overall Rating
Teacher’s Competencies Administrator Teacher
Rating Remark Rating Remark Rating Remark Rating Remark
1. Understand the rights and responsibilities of
the child by maintaining a learning
4.27 VS 4.10 VS 3.67 VS 4.0 VS
environment of courtesy & respect for different
culture,
learnersgender)
(e.g. ability,
2. Demonstrate mastery of the subject matter 4.36 VS 3.74 VS 4.0 S 3.98 VS
3. Demonstrate positive regard for all learners,
4.27 VS 3.90 VS 3.67 S 3.91 VS
families and professionals.
4. Know SPED policies and procedures on the
4.36 VS 3.86 VS 3.47 VS 3.85 VS
implementation of Special Education Program.
5. Ability to utilize appropriate strategies and
techniques to provide instructional support in 4.18 VS 3.76 VS 3.57 S 3.80 VS
teaching and learning.
6. Knowledge of common characteristics of different
disabilities and the effect on children’s education,
4.09 VS 3.81 VS 3.40 S 3.74 VS
development and quality of life consistently when
dealing with children with special needs.
7. Employ appropriate procedures and actions in
providing instructional and other direct services 4.10 VS 3.75 VS 3.43 S 3.73 VS
to children with special needs.
8. Plan and implement a comprehensive program
4.09 VS 3.67 VS 3.53 VS 3.72 VS
to report learners’ progress to students and
parents
behavior, including standardized and non-
standardized tests, observation, environmental 4.09 VS 3.62 VS 3.53 S 3.70 VS
assessment, functional analysis of behavior and
other techniques
10. Implements collaborative and consultative
relationships by co-teaching, establishing and
3.91 VS 3.67 VS 3.43 S 3.65 VS
adhering to meetings, developing IEP’s and sharing
expertise.
Overall Mean 4.18 VS 3.79 VS 3.55 S 3.81 VS
Legend:
4.6- 5.0 - High (H) 2.6- 3.5 - Satisfactory (S) 1.0 - 1.5 - Needs Improvement (NI)
3.6- 4.5 - Very Satisfactory (VS) 1.6 -2.5 - Fair (F)
Table 2.2.4.a describes the level of competency of teachers handling children with
special needs. Item no. 2 “Understand the rights and responsibilities of the child by
maintaining a learning environment of courtesy & respect for different learners (e.g. ability,
culture, gender) received the highest mean of 4.0 as revealed by the three groups of
respondents, interpreted as “Very Satisfactory.”
Findings show that SPED teachers’ level of understanding on the rights and
responsibilities of learners regardless of their differences and cultural background is within
the “very satisfactory” level. It was supported by Section 2 of the Policies Objectives,
Philosophy, and Goals of the DECS (1988) that states general education and special
education uphold the basic principle that child with special needs has the same rights to
acceptance and understanding, and education as any other Filipino child.
Table 2.2.4.b
Personal Attributes of Teachers Handling Children with Special Needs

Respondent
Personal Attributes School Receiving Overall Rating
SPED Teacher
Administrator Teacher
Mean Remark Mean Remark Rating Mean Mean Remark
1. Compassionate and concern 4.64 HS 4.55 VS 4.53 VS 4.57 VS
2. Dedicated and patient 4.64 VS 4.45 VS 4.60 VS 4.56 VS
3. Good humored 4.55 VS 4.45 VS 4.60 VS 4.52 VS
4. Organized 4.55 VS 4.32 VS 4.53 VS 4.44 VS
5. Appreciative & Loving 4.45 VS 4.36 VS 4.47 VS 4.42 VS
6. Calm and kind 4.36 VS 4.36 VS 4.53 VS 4.42 VS
7. Intuitive 4.50 VS 4.36 VS 4.40 VS 4.40 VS
8. Proactive and optimistic 4.55 VS 4.27 VS 4.33 VS 4.35 VS
9. Encouraging 4.55 VS 4.36 VS 4.07 VS 4.31 VS
10. Creative 4.36 VS 4.36 VS 4.47 VS 4.25 VS
Overall Mean Rating 4.51 VS 4.37 VS 4.41 VS 4.42 VS
Legend:
4.6- 5.0 - High (H) 2.6- 3.5 - Satisfactory (S) 1.0 - 1.5 - Needs Improvement (NI)
3.6- 4.5 - Very Satisfactory (VS) 1.6 -2.5 - Fair (F)
Table 2.2.4.b displays the list of personal attributes or qualities that a Special
Education Teachers must possess. Data revealed that all of the enumerated attributes/qualities
were found to be “Very Satisfactory” which are all in the bracket of 3.6 to 4.5. Furthermore,
from among the list of attributes/qualities, the highest mean was noted at “Compassionate
and Concern” with 4.57 or rank 1. This goes to show that having compassion and concern for
children regardless of their disability/exceptionality must be the first quality that any SPED
teacher must possess. Next to this, a SPED teacher must be dedicated and patient. Being
dedicated and patient mean being committed. When at times teaching get tiring, conflicting,
irritating, SPED teacher must show and give long patience in particular to their clientele who
are “special”. It was supported by Tee (2010) who stated that these qualities are important in
dealing with special children.
Equally important qualities also include good humored, being organized,
appreciative, and loving, calm and kind, confident, intuitive, proactive and optimistic,
encouraging, and creative. SPED teachers must have these as stated by Hutton (2000).
The table in the next page and in the succeeding pages display the Administrative
Support provided in the Implementation of SPED Program as stated in the Statement of the
Problem No. 1.
Table 2.2.5.a
Administrative Supports Provided in the Implementation of the Special Education Program

Respondent
School Receiving Overall Rating
Teacher
Administrative Support Administrator Teacher
Rating Remark Rating Remark Rating Remark Rating Remark
1. Includes SPED Program in
4.18 MtA 3.86 MtA 4.13 MtA 4.02 MtA
the School Improvement Plan
(SIP)
2. Talking with parents, teachers 4.27 MtA 3.68 MtA 4.27 MtA 4.0 MtA
and other community group about
the program
4.27 MtA 3.68 MtA 4.07 MtA 3.94 MtA
3.Assists the Special
Education Teacher in
3.82 MtA 3.68 MtA 3.93 MtA 3.79 MtA
scheduling classes.
4.Initiates the formation of
development plans for SPED 4.0 MtA 3.55 MtA 4.0 MtA 3.79 MtA
program’s
5.Visits the special education 3.80 MtA 3.55 MtA 3.93 MtA 3.72 MtA
program as he does in the regular
classroom program 3.73 MtA 3.55 MtA 3.93 MtA 3.71 MtA
6.Organize a school Individualized
Education Plan Team.
7.Provides instructional materials 3.73 MtA 3.59 MtA 3.73 MtA 3.67 MtA
for utilization of SPED teachers
and children
8.Provides facilities needed for 3.73 MtA 3.55 MtA 3.67 MtA 3.63 MtA
development of children with
special needs 3.73 MtA 3.50 A 3.47 A 3.64 A
9.Solicits fund from the NGO’s
and GO’s to support SPED 3.93 MtA 3.62 MtA 3.90 MtA 3.78 MtA
Programs
10. Allots budget for
SPED
activities/program/project
Overall Mean Rating
Legend:
4.6 - 5.0 Highly Adequate (HA) 2.6 – 3.5 –Adequate (A) 1- 1.5 – Not Adequate (NA)
3.6 – 4.5 – More than Adequate (MtA) 1.6 – 2.5 – Less Adequate (LA)
Table 2.2.5.a displays the different administrative support that should be provided in
the Special Education Program.
Findings revealed that all of the enumerated support were found to be “More than
Adequate” or within the bracket of 3.6 or 4.5. Data further showed that from among the list,
“Includes SPED Program in the School Improvement Plan (SIP)” received the highest
recorded mean of 4.02. This could be attributed to the fact that respondents see this as a
necessity because inclusion of SPED Program in the School Improvement Plan (SIP) would
mean support and financial aid to the program.
The table below presents the Parents’ Support provided in the Implementation of the
Special Education Program.
Table 2.2.5.b
Parents Supports Provided in the Implementation of the Special Education Program
Respondent
School Receiving Overall Rating
Parents Support SPED Teacher
Administrator Teacher
Rating Remarks Rating Remarks Rating Remarks Rating Remarks
1. Support their child’s needs 4.0 MtA 3.50 A 3.73 MtA 3.69 MtA
for intervention strategies needed
for their child development
2. Coordinate closely with the 3.82 MtA 3.41 A 3.47 A 3.52 A
teacher and school administration
and provide learning materials
needed
3. Visit their child in his 3.73 MtA 3.45 A 3.40 A 3.50 A
classroom
to know how he learns, plays
and works with his classmates.
4. Guide their children in doing 3.73 MtA 3.55 MtA 3.20 A 3.48 A
homework and self-help activity at
home.
5. Actively involves in parent 3.73 MtA 3.43 A 3.20 A 3.43 A
organization to support the school
plan.
6. Directly involve in the 3.36 A 3.41 A 3.40 A 3.40 A
of special services for their children
7.Help teachers in handling their 3.50 A 3.36 A 3.21 A 3.35 A
children by attending the parent’s
training
Overall Mean Rating 3.71 MtA 3.44 A 3.38 A 3.48 A
Legend:
4.6 - 5.0 Highly Adequate 2.6 – 3.5 – Adequate 1- 1.5 – Not Adequate
3.6 – 4.5 – More than Adequate 1.6 – 2.5 –Less Adequate
Table 2.2.5.b enumerates the different support provided by parents for Special Education
Program. Data revealed that all of the indicators were found to be “Adequate” except for
“Support their child’s needs for intervention strategies needed for their child development”
which got 3.69 interpreted as “More than Adequate.” This means that parents liked to be
involved in their children’s progress in the class. Thus, they show support in planning for
intervention strategies for their children’s development. Findings were supported by Inciong
et al., (2007) who stated that parents are responsible for the care and well-being of a child.
Schools should involve parents in implementing goals and objectives of the special
education. Moreover, parents should be informed on the learning progress of their children in
the Special Education Program.
On the other hand, parents are expected to show support to school related activities
for the continuous development of their children with specific exceptionalities. Their love,
care, long patience and support to the studies of the children regardless of their disabilities
are very important so that proper intervention must be given (Gregorio, 2007).
The table in the next page displays the problems encountered and solutions
undertaken by the respondents in the implementation in the implementation of special
education program.
Table 3.1
Problems Encountered and Solution Undertaken by the Respondent in the Implementation of
Special Education Program in terms of the Curriculum
Frequency Total Frequency Total
Problem Encountered Frequency Rank Solution Undertaken Frequency Rank
Teacher Admin Teacher Admin.
1. Inadequate trainings for 12 10 22 1 Seek assistance from 8 2 10 1
receiving teachers and some some trained SPED
SPED teachers regarding the teachers and school
prescribed curriculum for heads.
Provide assistance to 0 10 10 2
teaching children with specific
receiving teacher in
exceptionality.
modifying the content of the
curriculum.
2. Unavailability of the 11 4 15 2 Modified the content of 11 4 15
prescribed curriculum basic Education Curriculum
intended for specific depending on the needs
exceptionality (VI, MH, ID) and abilities of the pupils.
Self-study, readings, and 2 3 5

researching about
education curriculum and
grab
DepEd thescholarship grant.
Table 3.1 presents the list of problems encountered and solutions undertaken by the
two groups of respondents in the implementation of the Special Education Program in the
division of Marinduque. Data revealed that both teachers and administrators encountered
common problems such as “Inadequate trainings for receiving teachers and some SPED
teachers regarding the prescribed curriculum for teaching children with specific
exceptionality” with 12 and 10 responses and “Unavailability of the prescribed curriculum
intended for specific exceptionality (VI, MH, ID)” with 11 and 4 responses. This goes to
show that SPED teachers still need more trainings regarding the curriculum contents of the
exceptionality that they are handling in order to teach properly the curriculum. On the other
hand, receiving teachers need various trainings, workshops, and similar to keep themselves
equip with the necessary skills to teach the specific curriculum for the kind of disability that
they are handling. In addition, they need to study or enroll crush courses about the Special
Education Program to become full-fledge SPED teachers. Through these, SPED teachers and
receiving teachers can better teach the curriculum and can have complete understanding
about it.
Table 3.2
Problems Encountered in Teaching Approaches Used in Special Education and Solution
Undertaken

1.Receiving teachers and
22 11 33 1 Attended the division 22 11 33 1
some SPED teachers have
training seminar on
insufficient knowledge on
teaching children with
what specific approaches
different exceptionalities.
to be used in teaching
children with specific 0 7 7 2
Coaching/observing of
exceptionalities. classes based on the
results of monitoring of
classes.
2.Receiving teachers were
3 3 6 2 Seek the assistance of 3 3 6 1
not aware on how to
the
handle children with visual
SPED teachers trained
impairment and do not
for visual impairment.
know appropriate
approaches to be used.
Table 3.2 displays the problem encountered by the two groups of respondents
regarding the teaching approaches used and the solutions undertaken.
Findings revealed that “Receiving teachers and some SPED teachers have insufficient
knowledge on what specific approaches to be used in teaching children with specific
exceptionality”. This resulted in a recorded frequency of 22 as confirmed by the SPED and
receiving teachers and 11 frequency of responses as disclosed by the school administrators
responses. This means that teachers teaching in the Special Education Program need
coaching, mentoring, and help from experts in the field for them to completely understand
the teaching of the curriculum. They also need to attend various trainings and seminars to
acquire the needed skills in teaching children with specific exceptionalities. These are
important so that they can properly address and cater the needs of their learners. Furthermore,
findings were supported by the solutions undertaken by the two groups of respondents.
It could also be inferred that from the list of solutions undertaken by the teachers and
the administrators of Special Education, they adhered to their roles in performing their duties
and responsibilities in teaching special children. This goes to show that SPED administrators
provide leadership in their teaching staff and support them through coaching and mentoring
to successfully meet the needs of the learners. They maintain, sustain professional growth
and advancement and professionalism in behavior at all times (No Limits: Teachers including
learners with disabilities in regular classrooms, 2007.)

Table 3.3
Problems Encountered in Instructional Materials Used in Special Education and Solution

Undertaken

1.Limited fund to
17 9 26 1 Established linkages with 5 5 10 1
produce specialized and
stakeholders to acquire
assistive technology
additional and needed
materials in teaching
instructional materials
children with specific
Acquired instructional 0 7 7 2
exceptionalities.
materials through MOOE
2.Unavailability of some 2 0 2 2 Teachers prepared 12 5 17 1

instructional materials improvised low cost
especially for visually instructional materials.
impaired, intellectual
disability, learning disability,
and autistic pupils. Seek the help of other 2 0 2 2
SPED teachers who
have knowledge in
making effective
instructional
materials for SPED.
Table 3.3 presents two problems regarding the use of instructional materials as
identified by the two groups of respondents and the solutions undertaken.
Results revealed that the main problem in the use of instructional materials was
“Limited Fund to produce specialized and assistive technology materials in teaching children
with specific exceptionalities” with an obtained mean of 17 and 9 as confirmed by the
teacher and school administrator respondents. This goes to show that instructional materials
are important tools for teaching children with specific exceptionalities, so without these,
learning is incomplete. Children with specific exceptionalities need to be taught with
appropriate instructional materials suited with the kind of exceptionality they have in order
for them to learn. Thus, it is important to acquire these instructional materials through
MOOE as suggested by the two groups of respondents. In addition, in the absence of these
learning materials or instructional devices, some teachers prepared improved teaching
materials, while others solicit help from stakeholders in order to have these materials.
Table 3.4
Problems Encountered in Facilities Used in Special Education and Solution Undertaken

1. No building for SPED 7 7 14 1 Submit project proposals 4 4 8 1
clients that can be for the Go’s and NGO’s
model into house. to allocate funds for the
construction of SPED
building,
House in the Home 2 2 4 2
Economics Room. Make
it conducive to the 1 3 1 3
Construct Temporary
Resource Room adjacent
to the School Site.
2. Needs improvement and 6 5 11 2 Solicit Funds/Tap NGO’s 6 5 11 1
repairs of Physical to give supports for
Facilities like the SPED the improvement of
room. physical facilities.
3. Lack of fund to provide 0 7 7 3 Request additional room 0 4 4 1
facilities needed by the from the local
clientele. government (LGU).
Solicit from the NGO’s 0 3 3 2
Table 3.4 reveals that school facilities are problems in the implementation of the
Special Education Program in the division of Marinduque. Results confirmed that there was
“No building for SPED clients that can be model into house,” to make the teaching and
learning for the special children more authentic and more enjoyable with 7 responses
respectively. One of the listed solutions undertaken which received the highest mean of 4
from both the respondents was “Submit project proposals for the GO’s and NGO’s to allocate
funds for the construction of SPED building.”

Table 3.5
Problems Encountered in the Administration of the SPED Program

1. Limited knowledge or 0 9 9 1 Attended the national 0 9 9 1
understanding about seminars and conferences
special education program. Self-study and keep
updated through readings
about special education.
Self-study and keep dated 0 4 4 2
through readings about
special education.
2. Lack of guidance on 3 0 3 2 Have initiatives and plan 3 0 3 1
what to do with the SPED on what to do with the
clients permission of the
principals.
Table 3.5 presents the problem in administering the Special Education Program in the
division of Marinduque. Results revealed, as perceived by the administrators themselves, that
some of them have “Limited knowledge or understanding about special education program”
with 9 responses. It could be inferred from the data that some school heads have insufficient
trainings on how to administer the Special Education program, thus, they have limited
knowledge on these, in the same that they could not properly guide their teachers who are
handling special children. Therefore, the primary solution provided was to “attend to national
seminars and conferences” with 9 responses. Other solutions provided include “Self-study
and keep updated through readings about Special Education” with 4 responses from school
administrators respondents and “Have initiatives and plan on what to do with pupils with the
permission of the principal” with 3 responses as confirmed by the teacher respondents.
It could be also inferred from the table that the Special Education Program
administrators create an atmosphere of accepting the program because they equip themselves
with knowledge in the special education program by attending national seminars and
conferences. Likewise, pursued advance education in the Special Education Program, as
stated in Article VII, Sec. 1 Policies and Guidelines in the Special Education, that education,
welfare and training of personnel shall be given priority in order to implement the program
effectively. It also required that administrators of Special Education Program and those
schools with special education center must obtain Master of Arts of at least 18 units in the
Special Education or any related field or short term training in the program prior to the
implementation of the special program in respective school.
Table 3.6
School administrators and SPED teachers problem encountered in the parents support
provided in SPED with corresponding solution undertaken to solve the problem

1.Other parents do not 2 7 9 1 Involved the parents in 2 7 9 1

have time to attend the SPED activities.
different SPED programs
and projects.
2.Lack of support from 5 2 7 2.5 Orient the parents during the 5 2 7 1
other parents homeroom PTA meetings.
3.Some parents cannot 7 0 7 2.5 Tap private individuals to 7 0 7 1
fully support their support financially the SPED
children because of lack pupils.
of financial resources.
4.Acceptance of parents 4 2 6 4 Proper orientation of parents 4 2 6 1
for their children/denied about the child’s conditions,
their child disability. placement, needs, parents’
responsibilities and the
importance of their support for
the education of their child.
Table 3.6 enumerates the list of problems and solutions undertaken regarding the
parents support and involvement in the implementation of the SPED program.

Data revealed that “Other parents don’t have time to attend the SPED programs and
projects in the respective schools where their children were enrolled with 2 and 7 responses.
It was supported by the second problem “Lack of support from other parents with 2 and 5
responses. This goes to show that some parents have no complete understanding about the
implementation of the SPED program and they were not aware of their duties and
responsibilities as parents. Some of them do not understand that parents were part of the
curriculum development of their children so that they can make follow up at home and can
report to teachers and school as they notice progress on the part of their children. Thus, the
solutions undertaken included the following “Involved the parents in SPED undertakings”
with 2 and 7 responses and “orient the parents during the homeroom PTA meetings” with 2
and 5 responses. This means that it is important to keep parents informed all the times not
only during PTA meetings regarding the progress and development of their children. This
will become possible if parents are always be invited and involved in all the undertakings of
their children.
Parents are the first responsible for providing their children’s need to help them
prepare for school to support their learning. Parents should be completely involved and
committed to the educational programs children experience (Hardman, Drew & Egan, 1996).
Conversely, the school in return has the responsibility to communicate always with the
parents about the child’s performance to foster support and understanding for their children.
Table 3.7
Other Problems Encountered by the School Administrators and SPED Teachers in the
Implementation of Special Education Program with corresponding Solution Undertaken to
Solve the Problem

1.Unavailability of 14 7 21 1 Use of available checklist and 14 7 21 1
fund to require formal informal assessment.
assessment for SPED
curriculum
2.Problem on the proper 5 6 11 2 Discussed the problem with 0 6 6 1
educational placement of the ESP in-charge to SPED.
children with special Enrolled the child in a self- 5 0 5 2
needs (curriculum) contained class.
3. No budget for different 7 0 7 3 Solicitation 7 0 7 1
SPED activities
(administrative)
4. Limited number of 0 5 5 4 Required teacher to attend 0 5 5 1

Specialized Teacher trainings.
(administrative).
5. No teachers trained to 0 1 1 Request for itinerant teacher. 0 1 1 1

handle Visually impaired
pupils (curriculum)
Table 3.7 displays other problems encountered in the implementation of the Special
Education program in the division of Marinduque. Results revealed that school
administrators and teachers encountered problems with regard to “Unavailability of fund to
acquire formal assessment for SPED” with 14 responses respectively. This goes to show the
assessment of children with specific exceptionalities is important to have proper placement.
Thus, each school offering this program must have enough and sufficient fund to give formal
assessment for special children.

The table below shows the recommendations of the respondents to enhance the
implementation of the SPED program.
Table 4.1
Recommendations of the Respondents to enhance the Implementation of the SPED Program

in terms of the Curriculum
Frequency of Responses
Recommendations of the Respondents School SPED
Total Rank
Administrators Teachers
1. Provide a free intensive training for teachers handling SPED 11 22 33 1
about the SPED curriculum modification , adjustment and
enrichment .
2. Teaching guide and competencies must be provided by the 5 5 10 2
SPED Bureau of elementary education intended for different
exceptionality.
3.In the division, there 0 8 8 3
must be a prescribed curriculum to be followed , a well-organized
lesson / subject matter in teaching different exceptionality.
4.Make a module that will served a as reference of the teacher in 0 5 5 4.5
Teaching SPED
Curriculum must be suited to children with special needs. 5 0 5 4.5
5. The SPED Unit must have a prescribed or well-arranged lesson 0 3 3 7

/subject matter that should be followed in teaching the Visually
Impaired Pupils.
6. Provides a prescribed curriculum for Intellectual Disability (ID) 0 3 3 7
7. Conduct a School Based Curriculum 3 0 3 7
8. Make use of unified curriculum prescribed for Multiple 0 2 2 9

Handicapped (MH)
Table 4.1 presents the list of recommendation of the two groups of respondents
regarding the implementation of the Special Education Program in the division of
Marinduque.
Findings revealed “Provide a free intensive training for teachers handling SPED
about the SPED curriculum modification, adjustment, and enrichment” was the most
recommended solution to address the problem in the curriculum implementation with 11 and
22 responses from teachers and administrator respondents.
If could be inferred from the results different reasons why some SPED teachers and
receiving teachers have insufficient trainings. In the first place, National and Regional
Trainings need money for registration and allowance, thus some cannot afford to attend. On
the other hand, the Division of Marinduque conducted echo trainings but were not enough
and do not give complete information and skills to teachers. Thus, respondents were
appealing for a free and intensive training to become fully equipped in teaching the Special
Education Program.
Table 4.2
Recommendations of the Respondents to improve the Implementation of the SPED Program
in terms of the Approaches Used.
Recommendations of the Respondents
School SPED Total Rank
Conduct INSET about the different approaches used in

teaching special children 9 19 28 1
Enhanced teachers skills on different approaches in teaching CSN
through the instructional support of the administrators and 4 5 9 2
supervisors.
Tap NGO’s to support the SPED program for funding of 1 3 4 3

several trainings to be conducted.
Table 4.2 shows the list of recommendations to problems encountered by the two
groups of respondents in terms of approaches used in teaching children with specific
exceptionality.
Findings disclosed that there is a need to “Conduct INSET about the different
approaches used in teaching special children” with 9 and 19 responses from the two groups
of respondents. This goes to show that insufficient trainings to teach the curriculum are really
a big problem on the part of both teachers and administrators. This further means that they
need trainings so they could better teach and address properly the special needs of their
clients and eventually help them to learn the basic life skills. Administrators need training
also so they can help and mentor their receiving teachers. If they lack trainings, they cannot
properly determine the needs of their clients and so they cannot be of help to these children
with special needs. They cannot also help their teachers to improve their teaching hence, they
lack of trainings in the same way when teachers lack sufficient trainings to teach the SPED
curriculum.
Table 4.3
Recommendations for the Instructional Materials
Recommendations of the Respondents Total Rank
School SPED
1. Allot budget for specialized instructional materials suited for 8 18 26 1
each exceptionality
2.Maintained and strengthen linkages with the stakeholders 10 2 12 2
to support the SPED Program
3. Allot the special Education funds for the SPED instructional 0 8 8 3
materials
4.Include Instructional materials for SPED in the MOOE 0 6 6 4
5. Conduct a school based preparation of instructional 1 3 4 5

materials
6.Release SPED Funds on time 1 0 1 6
Table 4.3 enumerates recommendations to problems encountered by the two groups
of respondents with the use of instructional materials.
Data confirmed that there is a need to “Allot budget for specialized instructional
materials suited for each exceptionality” in the SPED program with 8 and 18 responses from
the two groups of respondents. This means that some instructional materials were not
available in some schools offering the SPED program, whereas, in some schools, there are
available materials but still insufficient to cater to the needs of the special children. With
these, there is a strong need to allot budget in order to purchase and eventually use the
needed instructional materials.
Table 4.4
Recommendations for the Physical Facilities
Recommendations of the Respondents School SPED
Administrators Teachers Total Rank
1. Administrators find ways to solicit funds from government & 9 7 16 1

NGO’s to have SPEd Building
2.Have complete facilities for the transition program 5 4 9 2
3. Physical facilities should be provided through PTA and 4 4 8 3

special education fund.
4. The DepEd through school administrators provides facilities 3 4 7 4
needed of the children with special needs.
5. National Government should provide budget for the 0 6 6 5
construction of SPED building
Table 4.4 shows a list of recommendations of the two groups of respondents in terms
the problem encountered with the school physical facilities.

Data revealed that “Administrators need to find ways or to solicit funds from
government & NGO’s to have SPED Building” with 9 and 7 responses from both the teacher
and the administrator respondents. This means that the implementation of the SPED program
could be properly done if a school offering this has enough facilities to cater the needs of its
clients who have special needs. In addition, if facilities are complete, the school can provide
adequate services and the school will become conducive to the learning of the SPED
clienteles.
Table 4.5
Recommendations for the administration of the Special Education Program
Recommendation of the Respondents
School SPED
Total Rank
1. Provides training /seminars for the School administrator in 11 16 27 1

the organization , administration, and supervision of
Special Education
2.Includes SPED Program in the SIP 0 7 7 2
Table 4.5 displays two recommendations regarding the problems in the administration
of the Special Education Program in the division of Marinduque.
Results revealed that “Provide training /seminars for the school administrator in the
organization, administration and supervision of Special Education” was first recommended
by the two groups of respondents with 11 and 6 responses. Data imply that trainings and
seminars are really necessary in order for both the teacher and administrators learn the
needed information and make themselves equip with the skills and knowledge to completely
teach and implement the SPED program. Without proper knowledge on this, they cannot
both improve and enhance the program, not they cannot address and give solutions to
problems encountered.
Table 4. 6
Recommendations for the Parents Involvement
Recommendations of the respondents
School SPED
Total Rank
1. DepEd Marinduque should conduct free trainings and orientation 11 14 25 1

for parents of SPED Pupils on how to handle their child
exceptionality.
2. The administrator and the SPED teacher should work together 7 9 16 2
to orient the parents of Children with Special Needs (CSN) about
their responsibilities and role as parents .
3.The school should implement an income generating project for 4 7 11 3
the parents of SPED to support their child.
4. Close parents relationship should be embraced through regular 4 0 4 4

homeroom meetings, home visitation.
Table 4.6 reveals the list of recommendations of the two groups of respondents on the
parents’ involvement in the implementation of the SPED program.
Results showed that from among the list, “DepEd Marinduque should conduct free
trainings or orientation for parents of SPED Pupils on how to handle or deal to their child
with exceptionality.” This means that parents must be oriented and informed regarding the
services, curriculum, and the program as whole so they could give their full support to their
children. In addition, parents need to know and understand that they play important roles
towards the development of their children in the SPED program.
Table 4.7
Other Recommendations
Other Recommendations of the Respondents
School SPED
Administrators Teachers Total Rank
1. Formal assessment should be given fund to assess the 7 10 17 1

CSN accurately for proper placement
2. In every district there should have a SPED Center recognized by 3 8 11 2

the DepEd so that the Financial problem which is the root of all
the problems in facilities , instructional materials and trainings
of teachers be provided
3. The needs for other professionals such as doctor, 0 5 5 3
developmental psychologist and the like to help the SPED
Teachers in assessing the SPED Clients must be provided by
DepEd.
4. Equal distributions of scholarship slots be given equally to 1 0 1 2
nine district.
Table 4.7 presents the other or additional list of recommendations and suggestions to
improve the implementation of the SPED program in the division of Marinduque.
Results revealed the highest frequency was noted in “Formal assessment should be
given fund to assess the CSN accurately for proper placement” with 7 and 10 responses from
school administrators and teacher respondents. This means that there is a need to assess first
children with special needs before placement so that they could be provided with the
appropriate services. This goes to show also that only through formal assessment, SPED
teachers can determine the appropriate services to be given the child. Furthermore, if schools
should allot fund schools could acquire these formal assessment tool.
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS
This chapter intends to present the summary of findings as answers to problems
posted in Chapter 1. The conclusions that were from the findings are also presented in the
same way and immediately followed by the recommendations.
Summary of Findings
This particular study attempted to identify the status of Special Education Program in
the Division of Marinduque. Likewise, it tried to determine how the program could be
enhanced.
This descriptive type of research employed questionnaires as the primary instrument
of the study distributed to the two groups of respondents, the school administrators, and the
Special Education and receiving teachers. Each questionnaire has two parts. For the teacher
respondents, the first part of the questionnaire contains a list of ten (10) questions regarding
the status of the Special Education program in the Division of Marinduque which includes
year the SPED program was offered, the reason why it was offered only after it was
institutionalized in 1997, type of SPED services offered by each school, the types of child’s
exceptionality enrolled in the SPED program, the curriculum used in teaching children with
different exceptionalities, the teaching approaches used and the effectiveness of these in
teaching children with specific exceptionalities, the type instructional materials used and its
appropriateness to children with specific exceptionalities, the teachers’ teaching
competencies, the teachers’ personal attributes, and the support provided by the school
administrators and parents for the Special Education Program. The second part of the
questionnaire consists of open-ended questions about the problems and the corresponding
solutions undertaken, as well as suggestions or recommendations of the two groups of
respondents to improve the implementation of the Special Education Program in the Division
of Marinduque.
For the school administrator respondents, the questionnaire contains eight (8)
questions which are the same as those of the questions for the Special Education
teachers/receiving teacher respondents except questions on instructional materials and
teaching approaches. The second part of the questionnaire has similar contents to the first
group of respondents.
The researcher made use of 37 SPED teachers and receiving teacher respondents and
11 school administrators as respondents of the study from the 11 schools offering Special
Education Program in the Division of Marinduque.
Descriptive statistics such as frequency count, mean, and modified Likert Scale were
employed to statistically process the data. Ranking was also used to analyze and arrange
scores obtained from the investigation.
The findings of the study showed the following results:
1. There are 11 out of 181 schools in the Division of Marinduque that offered Special
Education Program. The pioneer school in the Division of Marinduque is Don Luis Hidalgo
Memorial School that opened in 1997 right after it was mandated to be institutionalize in all
public schools across the country. Five years later after its institutionalization, several
schools that have identified cases of children with exceptionality and disability followed. The
last school that offered the program as of school year 2012-2013 was Ipil Elementary School.
2. The primary reason why SPED program was only offered after 1997 because there
was “No available SPED teacher to handle.” On the other hand, after the program was
institutionalized several innovations took place like the school administrators, SPED
teachers, and receiving teachers acquired some instructional materials, appliances, computer,
manipulative, and educational toys which are helpful to cater to the needs of the SPED
children. “Self-Contained” is the common type of service offered in all schools that offered
the program. The highest number of exceptionality enrolled in the program was the
Gifted/Talented pupils.
3. For type of curriculum used in teaching children with specific exceptionality,
Modified Curriculum was the most used curriculum. For approaches, “Pull-out Method” was
the most effective approach used for children with Learning Disability. For children with
Hearing Impairment, the most effective approach used were “Aural/Oral Approach” and
“Direct Instruction.” For children with Visual Impairment, the most used approached were
“Multisensory Approach” and “Individual Education Plan (IEP). For teaching children who
are Multiple Handicapped “Individualized Education Plan (IEP) was “Very Effective”. For
children with severe disabilities like the Cerebral Palsied and Autistic children, useful
approaches identified were “Individualized Education Plan (IEP), Individualized Teaching
Tutorial (ITT), Multisensory Approach, Applied Behavioral Analysis (ABA), and
Intervention Approaches.” For children with Emotional Behavioral Problem, the most used
approach was “Behavioral Modification.” For children who are Gifted and Talented, the most
effective approach used was “Montessori Approach and Cognitive/Metacognitive Approach
with a recorded mean of 5.0; and h) for children with Intellectual Disability or with Mild
Mental Retardation, the most effective approach recorded was “Applied Behavior Analysis
(ABA).
4. As regards to the appropriateness of the instructional materials used, a) in teaching
children with visual impairment, the most appropriate instructional materials include
“Braillewriter and Braille slates and stylus.” b) For pupils with hearing impairment, almost
all of the enumerated instructional materials were found to be “Very Appropriate” in
teaching. c) when it comes to teaching pupils with intellectual disability or with mild mental
retardation, the most appropriate instructional material noted was “Adapted PE apparatuses
for exercises, tests, games, and illustrations.” d) In teaching children with severe disabilities
such as the cerebral palsy and autistic, the most appropriate instructional materials used
include “ Adjustable desk and cassette tape recorded.” e) for children with specific learning
disabilities, results confirmed that all of the enumerated instructional materials were “Very
Appropriate” f) as to children with emotional behavior disorder, the “Most Appropriate”
instructional materials used were “Audio Visual Materials”. g) When it comes to the
instructional materials used for teaching pupils with language disorder or communication
disorder, almost all of the enumerated instructional materials and devices were found to be
“Most Appropriate.”
5. Regarding the level of teaching competencies, results disclosed that SPED and
receiving teachers were in “Very Satisfactory” level hence they “Understand the rights and
responsibilities of the child by maintaining a learning environment of courtesy & respect for
different learners such as ability, culture, and gender. For the personal attributes of SPED and
receiving teachers, findings showed that all of the listed attributes/qualities of teachers
belonged to “Very Satisfactory.”
6. In terms of supports provided in the implementation of the SPED program, results
revealed that school administrators supports provided were described to be “More than
Adequate” as assessed by the administrators themselves and SPED teachers and receiving
teachers. Similarly, parents’ supports provided to the Special Education Program are
described to be “More than Adequate” as assessed by the School Administrators respondents,
whereas according to the SPED and receiving teachers parents’ supports were found to be
“Adequate.”
7. With regard to the problems and the corresponding solutions undertaken of the
respondents to enhance the implementation of the Special Education program, findings
revealed the following results:
a.) As to curriculum implementation, both teachers and administrators encountered
common problems such as “Inadequate trainings for receiving teachers and some SPED
teachers regarding the prescribed curriculum for teaching children with specific
exceptionality” and “Unavailability of the prescribed curriculum intended for specific
exceptionality for the visually impaired intellectual disability, mentally handicapped.” On
the other hand, solutions undertaken were “Provide assistance in modifying the curriculum.”
b.) On teachers’ approaches used, findings revealed that “Receiving teachers and
some SPED teachers have insufficient knowledge on what specific approaches to be used in
teaching children with specific exceptionality.” Solutions undertaken to counter the problem
was “Attended the division training and seminar on teaching children with different
exceptionalities.”
c.) Regarding the instructional materials used, results confided that the main problem
was “Limited fund to produce specialized and assistive technology materials in teaching
children with specific exceptionalities.” Solution undertaken was “The teachers prepared
and improvised low cost instructional materials.”
d.) When it comes to physical facilities, results confirmed that there was “No
building for SPED clients that can be model into house,” to make the teaching and learning
for the special children more authentic and more enjoyable. Solutions undertaken from both
teacher and administrator respondents was “Submit project proposals for the GO’s and
NGO’s to allocate fund to the construction of the SPED building.”
e.) With regard to administrative problem encountered, findings revealed that some
of the school administrators have “Limited knowledge or understanding about special
education program.” Solutions undertaken by the school administrators was “Attended the
national seminars and conferences.”
f.) In terms of parents support and involvement in the implementation of the SPED
Program, findings revealed that “Other parents don’t have time to attend the SPED
programs and projects in the respective schools where their children who were enrolled. It
was supported by the second problem “Lack of support from other parents. Thus, the
solutions undertaken include “Involved the parents in SPED undertakings” and “orient the
parents during the homeroom PTA meetings.”

g.) Teachers and school administrators also encountered other problems related to the
implementation of the SPED program which was “Unavailability of fund to acquire formal
assessment for SPED.”
8. As to recommendations and suggestions of the two groups of respondents, results
revealed the following:
a) “Provide a free intensive training for teachers handling SPED about the SPED
curriculum modification, adjustment, and enrichment” to address the problem in the
curriculum implementation.
b) Conduct INSET about the different approaches used in teaching special children.
c) Allot budget for specialize instructional materials suited for each exceptionality in
the SPED program.
d) “Administrators need to find ways such as to solicit funds from government &
NGO’s to have SPED Building.”
e) Provide training /seminars for the School administrator in the organization
administration and supervision of Special Education.
f) DepEd Marinduque should conduct free trainings or orientation for parents of
SPED Pupils on how to handle or deal to their child with exceptionality.”
g) Other recommendation noted is “Formal assessment should be given fund to assess
the children with special needs accurately for proper placement.”

Conclusions
Based on the findings of the study, the following conclusions were drawn:
On program implementation, there were only 11 schools in the division of
Marinduque that offer the Special Education Program and the primary reason why it was
offered only after its institutionalization in 1997 was there were no teachers to handle or to
teach the curriculum. Some changes were made such as acquisition of various instructional
materials and teachers were sent to seminars and training. Instructional materials were still
insufficient for use. The available instructional materials were appropriate for teaching.
Attendance to seminars and training of teachers was not enough to acquire and equip them
with the needed skills. They need more trainings.
On curriculum implementation, majority of the schools offered “Self-contained”
service. Teachers made use of the “Modified Curriculum” to fit to the needs of the different
cases of exceptionality and disability they are handling. They employed different teaching
approaches and are using different instructional materials. Special Education teachers and
receiving teachers utilized the available instructional materials that they found appropriate
for learning of the children. More instructional materials were needed by the teachers.
On teachers’ competencies and personal attributes, both are within the “Very
Satisfactory” level. Trainings and seminars were needed to calibrate their skills and qualities
to teach special children.
In terms of support to the program by school administrators, supports to the SPED
program were more than adequate. School administrators included the program in the School
Improvement Plan, they conducted several campaigns with the community regarding the
program of the SPED, and provisions of some instructional materials were made, allocation
of fund to purchase specialized and assistive technology devices and materials for teaching
children with special needs, and fund for the construction of SPED building. Parents do
showed adequate support along the implementation of the program. They attended school
program, cooperating with teachers on the status of growth and progress of their children,
and guiding their children. However, some of them were not as participative and active
because of lack of financial resources. Some parents did not accept that their child has special
needs.
Recommendations
In the light of the findings, the following recommendations are offered.
1. School heads and supervisors in the nine districts in the division of Marinduque,
particularly, Mogpog and Buenavista districts may present a program proposal to offer or open
the Special Education Program in schools in their districts with identified children with
exceptionalities.
2. School heads and supervisors in the districts may make a training proposal to offer or
conduct an intensive training for interested teachers who would like to be trained in teaching
children with different exceptionalities. The training proposal is to be addressed to the Schools
Division Superintendent through Education Program Supervisor for the Special Education
Program. On the other hand, school heads may make recommendations of competent SPED
teachers to send to summer trainings or national training for more enhancements. Letter of
recommendation is to be addressed to SPED Education Program Supervisor upon evaluation of
the merit and expertise of the SPED teachers.

3. School heads may conduct an intensive review of their School Improvement Plan, so
that they can allocate a bigger fund or budget for the purchase and acquisition of the needed
instructional materials in teaching children with different exceptionalities, hence, the available
materials were not enough to cater the needs of the learners.
4. School heads and district supervisors may propose or conduct enhancement training
for SPED teachers who are teaching children with severe disabilities in the self-contained room.
They need the training so that they could better handle severe cases of disabilities and they can
ready their clienteles, they can train well because eventually these children will be mainstreamed
in the regular classes.
5. School heads may allocate funds or budget in the School Improvement Plan so that
they can send Special Education Teachers to trainings and seminars for enhancement of their
skills that they would impart to their gifted/talented learners. Likewise, they may allocate funds
to purchase modern and technological instructional devices that teachers needed in teaching
children with these exceptionality.
6. In the absence of the prescribed curriculum for teaching children with specific
exceptionalities, most teachers make use of the modified curriculum, thus, school heads may
take the initiative to inform district supervisor and SPED supervisor to conduct trainings
regarding the prescribed curriculum for the identified exceptionalities in their own schools
in the district. Through this training, Special Education Teachers as well as the receiving
teachers will eventually acquire complete knowledge and information on how to teach the
SPED curriculum. There is really a need for the teachers to know and understand the
curriculum so they can teach the right curriculum for these children with specific needs.
7. Special Education Teachers and receiving teachers may continuously enhance their
skills and knowledge on the different approaches to be used for teaching children with specific
exceptionalities. They may attend various trainings and seminars to become fully equip in using
teaching approaches for their clienteles. If post graduate is not available in the province, and if
they cannot travel to pursue specialization on SPED program, then, they may try online study or
apply for distant learning so that they can become more competent and proficient in using these
approaches to eventually produce competent individuals.
8. Available instructional materials are appropriate in teaching children with specific
exceptionalities, yet there are still needed instructional materials and teaching devices to
completely meet the needs of the children. With these, school heads may revisit their School
Improvement Plan to look for available fund or budget in order to purchase the needed
instructional materials and devices. On the other hand, school heads and Special Education
Teachers may solicit help from Local Government Units so that they can acquire the needed
instructional materials and devices. Special Education Teachers may likewise propose an income
generating project so that they can raise fund and proceeds that be used to purchase of
instructional materials. Conversely, SPED Educational Program Supervisor may conduct an
intensive monitoring to see, check, and evaluate the instructional materials and devices that
SPED teachers are using so that eventually school heads and teachers may purchase the
unavailable yet need instructional materials/devices.
9. Teaching is a continuous learning process, thus, in spite of the trainings and seminars
attended by some SPED teachers and receiving teachers, these were still not enough to be called
“competent.” Thus, teachers may continuously improve and enhance their skills and make
themselves updated with the recent development, innovation, and modification in education, in
particular in the curriculum of the Special Education Program. They may enroll in the graduate
schools to specialize a certain program so that they could better equip themselves with the
needed learning, knowledge, and information in teaching the Special Education Program. If
this is not possible in the province, they look and apply for online study or distant learning.
They may do a lot of professional readings and consult experts in the field for suggestions and
improvement of their teaching.
10. Special Education Teachers and receiving teachers may continuously show their
good qualities possessed so that they will be more loved and liked by their learners.
11. School administrators may continuously look and find ways on how they could
support the implementation of the Special Education Program in their respective schools,
especially when it comes to allocation of funds. Being school heads, they may seek assistance
from NGOs or LGUs to help them carry out the SPED program.
12. Above all, parents are the prime beneficiaries of this program, because their special
children were given equally opportunity to study and learn just like the normal children in the
regular classes. Thus, teachers and school heads may initiate the conduct of parents’
enhancement training so that parents may become aware of their vital roles in the
implementation of the Special Education program and through this training, they may become
more active and more participative in all SPED program undertakings.
13. For the Future Researchers, a similar study may be replicated in the division to
cover the variables that the study was not able to study to give a more comprehensive result.
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Appendix A. Proposed Enhancement Program
Republic of the Philippines

Department of Education
Region IV-MIMAROPA
DIVISION OF MARINDUQUE
Boac
I. Proposed Activity: Enhancement Activity for Special Education Teachers and

Receiving Teachers on the Implementation of the Special
Education Program through Self-Learning Guide
Title of the Program: I Care Program
Proponent: Mrs. Edna M. Jalos
Participants: All Special Education Teachers and Receiving Teachers
Proposed Date: April 8-10, 2015
Proposed Venue: District Functional Hall
II. Rationale:
Enhancement program for teachers is a vital program in the educational sector. It is
designed to enable teachers to meet the needs of diverse learners. The success of a teacher
depends on how clear he or she is in his or her basic functions and how effectively he or she
can transfer this clarity of thought to learners, moreover, on how teachers can guide and
teach the basic life skills to learners with disabilities in preparing them to become
independent and better individuals for tomorrow.
The enhancement program is deemed relevant because it covers a wide variety of
services and experiences offered to teaching professionals. The program is designed to

provide teachers with the necessary and complete skills to teach diverse learners under the
Special Education Program, specifically on the program curriculum, teaching strategies and
approaches, and the needed instructional materials.
III. Background of the Training
In the recently conducted studies by Jalos (2014) on “The Status of the Special
Education Program in the Division of Marinduque: Input to the Enhancement of the
Implementation Enhancement Program” it was found out that majority of the teachers
handling children in the Special Education program lack training on the prescribed
curriculum for teaching children with exceptionalities and disabilities. Furthermore, it was
found out that most of them are using the Modified Curriculum, which means that they were
not given or provided with the copies of the prescribed curriculum to be used in teaching
these special children. Conversely, teachers seemed to be resourceful to modify the Basic
Education Curriculum to suit to the needs of their learners, nevertheless, they claim for the
prescribed curriculum so that they transfer clarity of teaching to their learners.
In line with the study of Jalos (2014), it was also revealed that the available and the
current instructional materials they are using in teaching children with special needs are
suited and appropriate, however, teachers need to be provided with the assistive
technological instructional materials like brailler for the blind which was only available in
the SPED Center in the division, considering that there are other cases of visual impairment
in some schools offering the same program. On the other hand, teachers need to learn more
and to be provided with the tips and techniques on how to make available instructional
materials or devise their own instructional materials suited to the exceptionality or disability
that they are handling.
With these, this enhancement program was conceptualized to continuously aid
teachers in the Special Education program to become more knowledgeable, skilled,
productive, and resourceful teachers in the field.
IV. Objectives:
At the end the enhancement program, teacher-participants should have: Capacitated
and improved skills and competencies in the teaching of the program curriculum; Equipped
with the various teaching strategies and approaches, and skilled in improvising instructional
materials; Enhanced skills and creativity and acquired expertise in teaching diversified
learners. Produced instructional plans and improvised instructional materials.
V. Brief Description:
This training is to be participated and attended by all Public Elementary School
Teachers teaching in the Special Education Program in the Division of Marinduque. The
training will be by batch starting on April 8 to 30, 2015 at the designated social
hall/functional hall in the district.
It aims to capacitate teachers in the Special Education Program with all the necessary
skills, knowledge, information, techniques regarding the program competencies, teaching
approaches and strategies, and instructional materials.

The I Care Program will make use of the session materials called Self-Learning
Guide designed and conceptualized by Mrs. Edna M. Jalos, a Special Education Teacher
from Kamandugan Elementary School. It is composed of materials for the first quarter,
second quarter, third quarter, and fourth quarter materials. This is a skill-based materials
derived from the competencies of the program curriculum that could replace in the absence
of the prescribed curriculum. In each lesson, there is a target skill, or area of development,
objective of the lesson, description and illustration of the instructional materials, procedure to
follow to make the instructional materials, and variation or option for the teacher in the event
that the materials for the activity is not available in their locality.
This Self-Learning Guide material was conceptualized and made by the proponent,
Mrs. Edna M. Jalos from the various seminars and trainings she has attended in the National
and Regional level. Some parts of the Self-Learning Guide were originally came from the
training, however, she made a thorough modification to suit the materials to the needs of
children with severe disabilities in division of Marinduque, like the mentally retarded
children, the autistic, those with learning specific learning disabilities, like those with
dyscalcula, and the cerebral palsy children.
She will introduce through the use of instructional materials for the whole school
year. For the first quarter she will introduced Knowing Myself, Hang Me Up, Wrap Me,
Let’s Walk ,Sort Me, My Left and Right, See the Stoke, Fun Coloring, Puppets Why?, Show
and Tell, What’s the Secret and It’s Recess Time. For the second quarter she will
introduced the materials such as My Handy Family Classifier, Hose Tour, Fishing for
Feelings, Throw and Match and Sand which? Launch Box. For the third quarter the materials
were Flexi Board, Playing Domino, Jigsaw Puzzle, It’s Showtime, Saving Time, Delicious
Facial Expression and Stem Racing. For the fourth quarter the proponent will introduced the
Name Cards, You’re On TV, In the House, In the Basket, Fold, Open and Close, Follow the
Rhythm and Stop, Look and Listen.
This Self-Learning Guide was already presented to the Special Education Supervisor,
Mrs. Lany M. Semilla and was also validated by selected school administrators who are
specialized in the program.
V. Strategy of Implementation
The result of the research study shall be discussed with the DepEd officials
specifically to the Education Program Supervisor in the Special Education Program and
District Supervisors for their concern and attention
The proponent shall design an enhancement strategy in teaching children with special
needs using the Self-Learning Guide.
A training design that include topics, objectives, description and expected outcome
and the content of the training shall be presented to the officials of the DepEd .
In the next page is the conceptualized strategy on enhancing the instructional
materials as design by the researcher.

TOPIC OBJECTIVE DESCRIPTION EXPECTED

OUTCOME
FIRST QUARTER
Knowing Myself Knowing oneself It is cardboard with a Improved

using pictures and picture of child with Communication Skill
names his or her name on it.
Hang Me Up Describing oneself to The material is made Improved

others using pictures of pictures pasted in Communication and
a construction paper Motor Skill
shape like t-shirt
them on a strong
with a cloth pin.
Identify common This material is made Developed Self-help

Wrap Me objects used in of paper bag out of Skill and Numeracy
cleaning oneself construction paper Skill
containing each
object like comb,
soap, face towel,
toothbrush, nail
cutter, face power,
lotion, cologne and
ties it with a ribbon.
Labeled from 1-8.
Performs the Improved Motor
Let’s Walk following locomotor This material is Skills
activities with ease designed to reinforce
after the teacher the attention, focus,
demonstrates. and balance of the
a. Walking pupils.
forward
b. Walking
backward
Sort objects This material is made

Sort Me according to colors: up of cut-out-flowers Developed
red, blue, yellow and by which the Numeracy and Motor
green. children can be able Skill
to sort according to
colors.
My Left and Right Identify left and right This material is made
of self up of cardboard box Developed Cognitive
cut into body parts. Sensory and
This activity will Perceptual Motor
help the children to Development
identify directions.
Holds pencil properly Use of illustration

See the Stoke and correctly board with drawing Developed Pre-
of different basic Wring Skill
strokes like: down,
across, slant left, and
circle.
Fun Coloring Demonstrate eye- This material is made

hand coordination of art folio with Fine Motor Skills
color large picture pictures inside ready
with crayon string for coloring.
heads at random, big
size pattern by color
pattern.
This material shows

Puppets Why? Identifies different different emotions. Developed Socio-
emotions such as joy, It is made up of Emotional and
anger, paper bag pasted Behavioral
embarrassment, with complete
irritation, envy, and pictures of happy and
jealousy angry faces.
Show and Tell Show different It is made up of six

emotions in folding cardboards Developed Socio-
accordance with the that show pictures of Emotional Skill
situations emotions like:
smiling children,
jumping boys,
laughing audience,
overjoyed babies,
and clapping kinder
pupils.
What’s the Secret Expresses positive This material is for

ways in the presence listening stories Developed Socio-
of temptations using comic strip Emotional and
made up of cut-outs Behavioral
of children playing in
the playground that
show positive
emotion of bullied.
It’s Recess Time Expresses likeness On this activity, the

and unlikeness and teacher will use real Developed
saying polite situation happening Behavioral Skill and
expressions such as inside the classroom, Good Manners
“please and Excuse where in the real
me” objects are seen and
touch.
SECOND QUARTER
My Handy Family Tell different parts of This material is an Developed Socio-

Classifier a house organizer made of Emotional and
wood. This is Numeracy Skill
intentionally crafted
with a handle to
carry the material
whenever the teacher
wants to teach.
House Tour Traces recognizable This material will Developed Socio-

figures, basic shapes, develop the gross Emotional and Gross
and simple pictures motor skill of pupils Motor Skill
and help them
identify he different
parts of a house.
Fishing for Feelings Route counts from 6 This material is very Developed
to 10 interesting. Pupils Behavioral and Non-
play and at the same locomotor Skill
time are learning.
Materials used are
different emotions or
feelings and an
improvised fishing
rod.
Throw and Match Name the basic parts This material is made Developed Well
of plants from board into cube Being and Gross
to make a dice. Motor Skill
Sand which? Launch Follow simple one- The material is Developed Self-
Box step direction heard composed of wood Help, Directional
made into box with Knowledge, Sensory
partition. Pictures or Perceptual Skill, and
toys are placed in the Fine Motor Skill
compartment for
easy classification.
THIRD QUARTER
Flexi Board Traces recognizable The material is a Improved Cognitive,
figure rubber mat in front Sensory, Perceptual
Basic shapes with small holes for and Motor
Simple pictures which a colored Development
rounded stick could
be placed and a cork
board at the back.
The colored stick at
the middle will serve
as guide for tracing
shapes and objects.
Tracing of basic
shapes and objects in
their natural color
will be of great help
to the children in
performing their
task.
Playing Domino Route counts from 6 The colorful cut-out Developed

to 10 shapes with Cognitive, Sensory,
corresponding holes Perceptual and Motor
will attract the Development
interest of the
children to
participate in class
activities.
The material is a
Jigsaw Puzzle Names the basic parts cork board with Developed
of plant picture of parts of a Cognitive, Sensory,
plant which are cut Perceptual and Motor
into six pieces. The Development
six pieces jigsaw
puzzle of the basic
parts of the plant
attracts and gets the
interest of the
children to
activities.
The material is a
It’s Showtime Follow simple one- magic wand and a Developed
step direction heard. discovery board with Language, Cognitive,
holes made of rubber Sensory, Perceptual
mat. Inside each hole and Motor
is a one step Development
direction picture for
which the child will
perform as the
teacher waves the
wand. The wand is
used to signal the
child to open the
discovery board and
perform the activity.
Saving Time Identifies real coins in The material made Developed

Philippine currency use of boxes or Cognitive, Sensory,
(1, 5, 10 peso-coin) plastic bottles which Perceptual and Motor
will serve as a coin Development
bank with a
caricature labelled
properly with 1, 5, 10
peso-coin at the
back. This activity
will teach the
children the value of
saving money.
Delicious Facial Demonstrate feelings The material is made Developed Aesthetic

Expression through facial of jelly (green) with and Creativity Skill
expressions cookies on top which
will serve as the face,
then, outside the
plastic cup, draw
different facial
expressions. This
activity gets the
interest of the
children to
activities.
FOURTH QUARTER
Name Cards Tell and name trusted This material is Developed
people in the designed to Communication
community familiarize/ Skills, Sensory,
recognize the trusted Perceptual Skills
members of the
community. It
consists of name
cards with pictures.
You’re on TV Identify and accept This material is Developed

individual differences designed to Communication
familiarize/ Skills, Sensory,
recognize the trusted Perceptual Skills
members of the
community. It
consists of name
cards with pictures.
In the House Help and cooperate in This activity will Developed

doing household and enable the children to Cognitive, Visual-
school chores identify activities Perceptual and
done in school and at Communication Skill
home. It will develop
their love of work
and become
responsible
individuals.
This material shows
series of pictures
showing group
activities done in
school and at home.
In the basket Maintain clean This material is a Developed

surrounding by basket containing Communication
helping doing simple pictures of different Skill, Emotional and
things like bussing activities like Motor Skill
tables, chairs, and cleaning the floor,
appliances and dusting the
throwing trash. appliances, chairs,
and tables through
the garbage in a trash
bin.
Fold, Open and Knowing oneself as a Know Filipino’s Developed

Close Filipino identity and tell that Communication
he or she is a true Skill, Sensory,
Filipino Perceptual Skill, and
Motor Skill
Follow the Rhythm Engage in outdoor This is an indoor or Develop Motor Skill
physical activities, outdoor activity that
that either be child makes use of musical
initiated or teacher instruments
initiated marching
through the rhythm
Stop, Look and Follows adult This activity Develop Motor Skills
Listen supervised safety demonstrates safety
routines like crossing and inappropriate
the street practices in the
neighbourhood. It
enables the children
to follow simple
directions.
I Care Program will be facilitated by trained Special Education Teachers in each
district. Technical assistance on how to make use of the Self-Learning Guide will likewise
be provided by designated Master Teachers in each district.
VII. Budgetary Requirements

A. Food ( 105 x 40 participants) 12, 600.00
(Snacks and Lunch)
B. Training Materials 3, 900.00

(tarpaulin, invitation, photocopies
of lecture materials, certificate)
C. Venue and other Expenses 2, 000.00

D. Contingency 1, 500.00
Php. 20, 000.00
VIII. Evaluation
An evaluation of skills learned from the 3-day training shall be made by the
proponent for the purpose of assessing the training program conducted.
Prepared by:
EDNA M. JALOS
Proponent
Sample Memorandum from the Division Superintendent

Region IV-MIMAROPA
Boac
DIVISION MEMORANDUM
No. 34, s. 2015
DIVISION ENHANCEMENT TRAINING ON THE SPECIAL EDUCATION

PROGRAM CURRICULUM, TEACHING APPROACHES, AND
INSTRUCTIONAL MATERIALS
TO: Elementary School Heads, Special Education Teachers, and Receiving Teachers
1. Relative to our Division’s pursuit to attain Education For All in 2015, there will be
a Division Enhancement Training for teachers in the Special Education Program on April 8-
30, 2015 at the Freedom Hall, Santa Cruz North District, Landy Elementary School.
2. The training program is named I Care Program. It covers the orientation and
discussion of the Self-Learning Guide to teacher-participant which will serve as the session
module during the entire training.
3. The training aims to:
a. Capacitate teachers with the skill and competence needed in the teaching of the
program curriculum;
b. Equip teachers with the various teaching strategies and approaches, and the
needed instructional materials;

c.Enhance teachers’ skills and creativity and acquire expertise in teaching diversified
learners.
4. Participants to this training are all teachers in the Special Education Program in the
division of Marinduque.
5. There would be a registration of fee of Php 200.00 per participant to defy the
expenses in the three-day training. Other expenses shall be charge to each school’s MOOE.
6. Enclosure is the Training Matrix for reference.
7. For your information and guidance.
MARIA MAGDALENA M. LIM, CESO V

Schools Division Superintendent
Allotment:
To be indicated in the Division Perpetual Index

under the following subjects:
TEACHERS TRAINING/PROGRAMS SPED

Sample Attendance Sheet
DIVISION ENHANCEMENT TRAINING ON THE SPECIAL EDUCATION PROGRAM

CURRICULUM, TEACHING APPROACHES, AND INSTRUCTIONAL MATERIALS
APRIL , 2015
ATTENDANCE SHEET
April
2015
Signature
Name School AM PM
Sample Certificate of Participation

Region IV-MIMAROPA
Boac
Presents this
CERTIFICATE OF PARTICIPATION
to
for having attended and actively participated in the Division Enhancement

Training On The Special Education Program Curriculum, Teaching Approaches, And
Instructional Materials held on April , 2015 at Freedom Hall, Santa Cruz North
District, Landy, Santa Cruz,
Marinduque.
Given this day of April, 2015 at Santa Cruz North District, Landy, Santa
Cruz,
Marinduque.
LANY M. SEMILLA MARIA MAGDALENA M. LIM, CESO V

EPS-I SPED Schools Division Superintendent
Sample endorsement from the SPED Education Program Supervisor

Region IV-MIMAROPA
Boac
1st Endorsement
March 15, 2015
Reference No. 258- 1 s. 2015
Respectfully endorse the division enhancement training on the special education
program curriculum, teaching approaches and instructional materials for all Special
Education Teachers and receiving teachers in the division of Marinduque on April 8-10, 2015
at the Santa Cruz North District Hall of Wisdom to the Schools Division Superintendent.
Attached herewith are the proposed activities under the I Care program proposed by
Mrs. Edna M. Jalos, Special Education Teacher I of Kamandugan Elementary School,
Kamandugan Santa Cruz.
For comment, consideration, and approval.
LANY M. SEMILLA
EPS-I SPED
Appendix B. Letter to Access Pertinent Documents for the Study

SCHOOL OF ADVANCED EDUCATION
Tanza, Boac, Marinduque
April 28, 2013
MARIA MAGDALENA M. LIM

OIC - Schools Division Superintendent
Department of Education-Marinduque
Boac, Marinduque
Madam:
I am currently writing my master thesis Chapter 1 to Chapter III entitled “Status of the
Special Education Program in the Division of Marinduque: Input to the Enhancement of the
Implementation of the Program,” as a requirement of my master’s degree in Educational
Management.
In connection to this, may I request permission to allow me access to the following

documents: List of Schools with SPED Program in the Division of Marinduque, Number of Children
with Special Needs (CNS) caters according to their exceptionality, Number of Teachers handling
CSN with SPET Regular Plantilla, Number of Teachers handling CSN without SPET item, and the
Number of Receiving Teachers per district.
Your consideration on this request is highly appreciated. Rest assured that the information
provided will be treated with utmost confidentiality.
Respectfully yours,
EDNA M. JALOS
Researcher
Noted:
ROSALINA J. VILLERO, Ph. D.

Adviser
Appendix C. Letter for Validation of Questionnaire

December 23, 2013
Sir/Madam:
Greetings!
I am currently conducting my master’s thesis entitled, “Status of the Special Education Program in
the Division of Marinduque: Input to the Enhancement of the Implementation of the Program,” as part of
the requirements for my Master of Arts in Education major in Educational Management.
With your expertise, I am humbly asking your support to validate the attached self-made questionnaire,
for the study using the attached rating tool.
I am looking forward that my request would merit your positive response.
Thank you and more power.
Respectfully yours,
EDNA M. JALOS
Researcher
Noted:

Adviser
Appendix D. Letter to the Schools Division Superintendent

December 23, 2013
MARIA MAGDALENA M. LIM

OIC - Schools Division Superintendent
Department of Education-Marinduque
Boac, Marinduque
Madam:
I am currently conducting my master’s thesis entitled, “Status of the Special Education Program in the
Division of Marinduque: Input to the Enhancement of the Implementation of the Program,” as part of the
requirements for my Master of Arts in Education major in Educational Management.
In this regard, I would like to request permission from your office to allow me to distribute
questionnaires to the selected respondents in the division to gather first hand data needed for the study.
Rest assured that any finding and information gathered would be treated with utmost confidentiality
and would be used for the purpose of this research only.
Your consideration on this request is highly appreciated.
Respectfully yours,
EDNA M. JALOS
Researcher
Noted:

Adviser
HOMER L. MONTEJO, Ed. D

Dean, SAEd
Appendix E. Letter to the Schools District Supervisor

January 3, 2014
DR. MARIA LOURDES P. RICOHERMOSO

District Supervisor
Santa Cruz South District
Santa Cruz, Marinduque
Madam:
I am currently conducting my master’s thesis entitled, “Status of the Special Education

Program in the Division of Marinduque: Input to the Enhancement of the Implementation of the
Program” as part of the requirements for my Master of Arts in Education major in Educational
Management.
In this regard, I would like to request permission from your office to allow me to distribute
questionnaires to the selected school administrators, SPED Teachers and receiving teachers in your
district to gather first hand data needed for the study.
Rest assured that any finding and information gathered would be treated with utmost
confidentiality and would be used for the purpose of this research only.
Your favorable consideration on this request will be highly appreciated.

Respectfully yours,
EDNA M. JALOS
Researcher
Noted:

Adviser
HOMER L. MONTEJO, Ed.D.

Dean, SAEd
Appendix F. Letter to the Respondents

January 3, 2014
Sir/Madam:
Greetings!
I am currently conducting my master’s thesis entitled, “Status of the Special Education Program in
the Division of Marinduque: Input to the Enhancement of the Implementation of the Program,” as part of
the requirements for my Master of Arts in Education major in Educational Management.
In this regard, I respectfully request your cooperation and patience in answering the questionnaires in
order to complete the data of my study.
Rest assured that your responses would be treated with highest confidentiality.
Sincerely yours,
EDNA M. JALOS
Researcher
Noted:

Adviser
HOMER L. MONTEJO Ed.D

Dean, SAEd
Appendix G. Research Instrument

QUESTIONNAIRE
(For School Administrator Respondents)
Name (Optional) School
Directions: Please put a check (/) mark for the items being asked below.
1. When did your school start to open the SPED Program? Please check (/) your
answer.
1997 1998 1999 2000 2001 2002
2003 2004 2005 2006 2007 2008
2009 2010 2012 2013
2. Why was the SPED program offered only in your school after 1997? Please state the
reason.
3. Are there some innovations or changes in your program after it was offered? Please
state the reason.
4. What type of Special Education services are offered in your school? Please check (/)
Mainstreaming
Resource Room Plan
Special Education Center
Hospital and Homebound Instruction
Special class plan / Self Contained
others, please specify
5. What types of child’s exceptionalities are enrolled in the SPED Program in your school?
Directions: Please check the type of child’s exceptionality enrolled in your school
and write the number of cases on the blanks after each item.
6. What curriculum does your teacher use in teaching the children with different
Exceptionality? Please check (/) the column they are using for each exceptionality.
Exceptionality Curriculum Used
Skills
Modified Curriculum
Functional Curriculum
Special Curriculum
Education
Sensory Training Curriculum Plus
Others Please
Basic Plus
Specify
Curriculum
Curriculum
Gifted/Talented
Emotional Behavior Problem
Hearing Impairment
Intellectual Disability/Mental
Retardation
Physical Impairment
Severe Disabilities (Autism &
Cerebral Palsy)
Specific Learning Disability
(LD)
Speech and Language Disorders
or Communication Disorders
(Deaf & Mute)
Visual Impairment
Others please
specify
7. What is the level of teaching competencies of teachers handling SPED? Please rate the
levels of the teacher competencies in teaching children with specific exceptionalities using
the given scale by putting a check (/) mark on the appropriate column.
5- High- Teacher’s competence consistently exceeds expectations. Display at all

times, consistently the highest level of competence related skills, abilities,
attributes, initiatives, and productivity.
4- Very Satisfactory- Teacher’s competence often exceeds expectations. Display a
higher level of competency related skills, abilities, initiatives, and
productivity, exceeding requirements in many of the areas
3- Satisfactory-Teacher’s competence exceeds minimum expectations. Display a
high level of competency related skills, abilities, initiatives, and
productivity, exceeding requirements in many of the areas.
2- Fair -Teacher’s competence meets basic expectations based on standards. Display
basic level of competency as required outcomes or expectations of the job.
1-Needs Improvement- Teacher’s competence on the job frequently falls below
standard. Teacher may need immediate instructional support.
Teacher’s Competence 5 4 3 2 1
1. Understand the rights and responsibilities of the child by
maintaining a learning environment of courtesy & respect for
different learners (e.g. ability, culture, gender)
2. Know SPED policies and procedures on the implementation of
Special Education Program
3. Employ appropriate procedures and actions in providing
instructional and other direct services to children with special
needs.
4. Demonstrates mastery of the subject matter
5. Knowledge of common characteristics of different disabilities
and the effect on children’s education, development and quality
of life consistently when dealing with children with special
needs.
6. Conducts appropriate assessment of pupils’ behavior, including
standardized and non-standardized tests, observation,
environmental assessment, functional analysis of behavior and
other techniques.
7. Implements collaborative and consultative relationships by co-
planning and co-teaching, establishing and adhering to
meetings, developing IEP’s and sharing expertise
8. Demonstrates positive regard for all learners, families and
professionals
9. Ability to utilize appropriate strategies and techniques to
provide instructional support in teaching and learning.
10. Plan and implement a comprehensive program to report
learners’ progress to students and parents
11. Others please specify
8. Please check the personal attributes of your teachers handling children with different
exceptionalities and rate them by using the rating specified below.
5- High – (H) -Teacher’s personal attributes exceeds expectations. Consistently display at all
times these attributes in teaching pupils with exceptionality.
4- Very Satisfactory- (VS) - Teacher’s personal attributes often exceeds expectations. More
frequently display these attributes in teaching pupils with exceptionality.
3- Satisfactory-(S) - Teacher’s personal attributes exceeds the minimum expectations.
Frequently display these attributes in teaching pupils with exceptionality
2- Fair- (F) Teacher’s personal attributes meets basic expectations based on standards in
teaching pupils with exceptionality.
1-Needs Improvement- (NI) Teacher’s personal attributes on the job fall below standard in
Teacher’s personal attributes / 5 4 3 2 1

1. Compassionate and concern
2. Dedicated and Patient
3. Good Humored
4. Organized
5. Appreciative and Loving
6. Calm and Kind
7. Intuitive
8. Proactive and Optimistic
9. Encouraging
10. Creative
11. Others please specify
9. What are the administrative supports you have provided in the implementation of the
Special Education Program and rate its adequacy?
Please check the supports you provided in the implementation of the Special
Education Program. On the opposite column please rate the extent of support given by using
the rating specified below.
5 – Highly Adequate – (HA) – I provide all the needs of the Special Education (SPED)
program in accordance with the existing policies and guidelines of special
education without reservation.
4- More than Adequate – (MtA) I provide the needs but not all in accordance with the
existing policies and guidelines of special education. Support the Special Education
classes as what he did with the regular class.
3- Adequate – (A) I provide the needs based on availability in accordance with the
existing policies and guidelines of Special Education. Support the Special education
classes as needed only.
2- Less Adequate – (LA) I provide some needs of the Special Education Program in
accordance with the existing policies and guidelines of special education. The needs
of the SPED Program were not prioritized .
1- Not Adequate – (NA) Do not show interest and concern to the needs of the SPED
Program
Administrative Support Provided in the Special 5 4 3 2 1

Education Program / (HA) (MtA) (A) (LA) (NA)
1. Allots budget for SPED
activities/program/projects
2. Initiates the formation of development plans
for SPED programs
3. Solicits fund from the NGO’s and GO’s to
support SPED Programs
4. Provides facilities needed for development of
children with special needs
5. Provides instructional materials for utilization
of SPED teachers and children
6. Visits the special education program as he
does in the regular classroom program
7. Assists the special education teachers in
scheduling classes.
8. Talking with parents, teachers and other
community group about the program.
9. Include SPED Program in the School
Improvement Plan (SIP).
10. Organizes an Individualized Education Plan
Team (IEP).
Others, please
specify
10. What support do the parents provide for the education of their child with special
needs and rate its adequacy?
Please check the support of parents provided for the education of their child with
special needs and on the opposite column please rate the extent of support given by
using the scale specified on the next page.
5 – Highly Adequate – (HA) –Parents very often communicate and work well with the
teacher in providing the needs of their children in school.
4- More than Adequate – (MtA) Parents often communicate and work well with the teacher
in providing the needs of their children in school.
3- Adequate – (A) Parents communicate and work well with the teacher in providing the
needs of their children in school.
2 -Less Adequate – (LA) Parents rarely communicate and work well with the
1- Not Adequate – (NA) Parents never communicate and work well with the teacher in
providing the needs of their children in school.
Parents Support Provided for Special 5 4 3 2 1
1. Support their child’s needs for
intervention strategies needed for their
child development
2. Directly involved in the planning of
special services for their children
3. Coordinate closely with the teacher
and school administrator and provide
learning materials needed.
4. Help teachers in handling their
children by attending the parents’
training.
5. Visit their child in his or her classroom
to know how he/she learns, plays and
works with his/her classmates.
6. Guide their children in doing
homework and self-help activity at
home.
7. Actively involved in parent
organization to support the school plan.
8. Others, please
specify
11. Please write the problems and the corresponding solutions undertaken as well as your
suggestions or recommendations to improve the implementation of Special Education
Program? (Please see separate attachment.)
Prepared by:
EDNA M. JALOS
Researcher
Noted:
ROSALINA J. VILLERO, Ph.D.
Adviser
Areas Problems encountered in the Solutions undertaken to solve Suggestions and

implementation of the the problem Recommendations to improve
SPED Program the implementation of the
SPED program.
C. Strategies B. Curriculum A.
Instructional
materials
H. Involvement
Others F. Parents Administration E. Facilities D.
please
specify__

QUESTIONNAIRE
(For Teachers Respondents)
Name (Optional) School
Directions: Please put a check (/) mark for the items being asked below.
1. When did your school start to open the SPED Program? Please check (/) your
answer.
1997 1998 1999 2000 2001 2002
2003 2004 2005 2006 2007 2008
2009 2010 2012 2013
2. Why was the SPED program offered only in your school after 1997? Please state
the reason.
3. Are there some innovations or changes in your program after it was offered? Please
state the reason.
4. What type of Special Education services are offered in your school? Please check (/)
Mainstreaming
Itinerant Teacher Plan
Resource Room Plan
Special Education Center
Special class plan / Self Contained
others, please specify
5. What types of child’s exceptionalities are enrolled in the SPED Program in your
school?
Directions: Please check the type of child’s exceptionality enrolled in your school
and write the number of cases on the blanks after each item.
6. What curriculum does your teacher use in teaching the children with different
exceptionality? Please check (/) the column they are using for each exceptionality.
Exceptionality Curriculum Used

Special Modified Curriculum Functional Basic Curriculum Others
Curriculum Curriculum Plus Curriculum Education Plus Skills Please
Sensory Curriculum Specify
Training
Gifted/Talented
Emotional Behavior
Problem
Hearing Impairment
Intellectual
Disability/Mental
Retardation
Physical Impairment
Severe Disabilities
(Autism & Cerebral
Specific Learning
Disability (LD)
Speech and Language
Disorders or
Communication Disorders
(Deaf & Mute)
Visual Impairment
Others please
specify
7. What are the teaching approaches do you use in teaching pupils with specific
exceptionality and rate its effectiveness? Please check the approaches you used in teaching
pupils with specific exceptionalities and rate the effectiveness of each by using the rating
specified below.
5- Most Effective (ME) – SPED pupils display and manifest highest learning
and understanding in the class with the use of the approaches.
4- Very Effective (VE) – SPED pupils display and manifest higher learning and
understanding in the class with the use of the approaches.
3- Effective (E) – SPED pupils display and manifest high learning and
understanding with the use of the approaches.
2- Less Effective (LE) - SPED pupils display and manifest minimal learning and
understanding with the use of the approaches
1-Not Effective (NE) – SPED pupils do not display and manifest learning and
understanding with the use of the approaches.
Exceptionalities
Teaching Approaches/ GT EBP HI ID PI SD LD SLD VI Others,
(/)
Strategies please
specify
1. Diagnostic Prescriptive
Teaching (DPT)
Approach
2. Individualized Education
Program/Plan (IEP)
3. Individualized Teaching Tutorial
(ITT)
4. Multisensory Approach
5. Applied Behavioral Analysis
(ABA)
6. Clinical Teaching
7. Task Analysis
8. Montessori Approach
9. Unit Teaching Approach
10. Intervention Approaches
Teaching Approaches/ (/) Exceptionalities

Strategies GT EBP HI ID PI SD LD SLD VI Others,
please
specify
11. Direct Instruction
12. Pull Out Method
13. Behavior Modification
14. Aural/ Oral Approach
15. Cognitive/Metacognitive
Approach
16. Self-Directed Learning
17. Computer Assisted Instruction
18. Cooperative Learning
Approach
19. Peer Mediated Approach
20. others, please specify
Legend:
GT- Gifted/Talented PI- Physical Impairment VI- Visual Impairment
EDP-Emotional Behavior Problem SD- Severe Disabilities (Autism & Cerebral Palsy)
HI- Hearing Impairment SLD-Specific Learning Disability
ID-Intellectual Disability SLD-Speech and Language Disorders/Communication Disorders
(Deaf and Mute)
8. What instructional materials do you use in teaching pupils with specific exceptionalities and rate
its appropriateness?
Please (/) check the Instructional Materials you use in teaching your pupils with specific
exceptionalities and rate the appropriateness by using the rating specified below.
5- Most Appropriate (MA) – the instructional materials are aligned with the instructional purposes.
These are very much helpful to arouse the interest of the pupils to learn the lessons
presented.
4- Very Appropriate (VA) - the instructional materials are aligned with the instructional
purposes .These are helpful but not very much to arouse the interest of the pupils to learn
the lessons presented.
3- Appropriate (A) - the instructional materials are aligned with the instructional purposes in the
development of the lesson. These help to arouse the interest of the pupils to learn the
lessons presented .
2- Less Appropriate (LA) - the instructional materials are least aligned with the instructional
purposes in the development of the lesson and helps to arouse the interest of the pupils to
learn the lessons presented .
1- Not Appropriate (NA) - aligned with the instructional purposes in the development of the lesson
but does not help to arouse the interest of the pupils to learn the lessons presented.
Visual Impairment (Please check the Instructional 5 4 3 2 1

Materials you use in teaching
your pupils with visual
impairment.)
Braille slates and stylus
Braillewriter/Brailler
Tape recorder/ cassette with tape
Abacus
Embossed map
Embossed globe
Sense Training Materials (sound,
tactile, olfactory, kinetic)
Radio
Hand Tools
Garden Tools
Spur Wheel/Tracer
Braille Paper
Braille Textbooks
Puzzles
White cane
Adapted PE Apparatuses
Large Print Typewriter
Magnifier
Large Print Textbooks
Bulletin board
Flannel board
Wall Mirror (life size)
Charts, pictures, puppet
Textbooks
Jaws window
Others, please specify

Hearing Impairment (Please check the 5 4 3 2 1

Instructional Materials you
use in teaching your pupils
with hearing impairment)
Hearing Aid
Chart, pictures and puppet
Workbooks
Speech Kit containing feathers,
balloons, small spatula,
teaspoon, drinking glass, small
mirror, cotton pledgets
Materials for developing
vocational skills ( sewing, craft,
workshop, globe/maps, basic
science kit)
Speech trainer
Tape recorder/cassette with
tapes
Auditory training equipment
Textbook/workbook
Adapted PE Apparatuses
(especially for balancing)
vocational skills (sewing, craft,
workshop, globe/map, basic
Science Kit)
Intellectual (Please check the Instructional 5 4 3 2 1

Disability/Mental Retardation
your pupils with intellectual
Disability)
Wooden hallow blocks
Miniature household appliances

(such as stove, refrigerator,
sink, cupboard, ironing board)
Stuff toy animals (local)
Aquarium
Sand table
Radio cassette with tape
Adapted PE apparatuses
Textbooks
Workbooks
Teacher’s Guide
vocational skill
Severe Disabilities (Please check the Instructional 1 2 3 4 5

(Autism and Cerebral your pupils with cerebral
Palsy) palsy)
Adjustable desk
Cassette tape recorded with

tapes
Typewriter ordinary
Adapted Physical education
apparatuses
Number board/chart
Mirror
vocational skills (sewing,
craft, workshop, globe/map,
basic Science skills)
Specific Learning Disability (Please check the 5 4 3 2 1

Instructional Materials you
use in teaching your pupils
with learning disability)
Experience reading materials
(job analysis chart)
Tape recorders
Laptop/computers
Reading workbooks
Newspapers
Recreational Reading
Materials
Teachers prepared materials
(charts, pictures, puppets,
story books, big books)
Manipulative materials
(blocks, counters, clay, lego,
puzzle)
Emotional Behavior (Please check the 1 2 3 4 5

Disorder
you use in teaching your
pupils with emotional
behavior problem)
Audio visual materials
Tape recorders
Textbooks
Worksheets
Job Analysis
Experience Reading
Materials
Speech and Language (Please check the 5 4 3 2 1

Disorders or Instructional Materials
Communication Disorders you use in teaching your
(Deaf and Mute) pupils with
Communication Disorder)
Special kit (containing
feather, balloons, small
spatula, teaspoon, drinking
glass, small mirror, and
cotton pledgets)
Speech Kit
Tape recorder and tape
Workbooks
9. Please rate the levels of your competencies in teaching children with specific
exceptionalities using the given scale by putting a check (/) mark on the appropriate column.
5- High- Teacher’s competence consistently exceeds expectations. Display at all times,
consistently the highest level of competence related skills, abilities, attributes,
initiatives, and productivity.
4- Very Satisfactory- Teacher’s competence often exceeds expectations. Display a higher
level of competency related skills, abilities, initiatives, and productivity, exceeding
requirements in many of the areas
3- Satisfactory-Teacher’s competence exceeds minimum expectations. Display a high level
of competency related skills, abilities, initiatives, and productivity, exceeding
requirements in many of the areas.
2- Fair -Teacher’s competence meets basic expectations based on standards. Display basic
level of competency as required outcomes or expectations of the job.
1-Needs Improvement- Teacher’s competence on the job frequently fall below standard.
Teacher may need immediate instructional support.
Teacher’s Competence 5 4 3 2 1
1. Understand the rights and responsibilities of the child by
maintaining a learning environment of courtesy & respect for
different learners (e.g. ability, culture, gender)
2. Know SPED policies and procedures on the
implementation of Special Education Program
3. Employ appropriate procedures and actions in providing
instructional and other direct services to children with special
needs.
4. Demonstrates mastery of the subject matter
5. Knowledge of common characteristics of different
disabilities and the effect on children’s education,
development and quality of life consistently when dealing with
children with special needs.
6. Conducts appropriate assessment of pupils’ behavior,
including standardized and non-standardized tests,
observation, environmental assessment, functional analysis of
behavior and other techniques.
7. Implements collaborative and consultative relationships by
co-planning and co-teaching, establishing and adhering to
meetings, developing IEP’s and sharing expertise
8. Demonstrates positive regard for all learners, families
and professionals
9. Ability to utilize appropriate strategies and techniques to
provide instructional support in teaching and learning.
10. Plan and implement a comprehensive program to report
learners’ progress to students and parents
Others please specify
10. Please check your personal attributes in handling children with specific exceptionalities
and rate them by using the rating specified below.
5- High – (H) -Teacher’s personal attributes exceeds expectations. Consistently display at all
times these attributes in teaching pupils with exceptionality.
4- Very Satisfactory- (VS) - Teacher’s personal attributes often exceeds expectations. More
frequently display these attributes in teaching pupils with exceptionality.
3- Satisfactory-(S) - Teacher’s personal attributes exceeds the minimum expectations.
Frequently display these attributes in teaching pupils with exceptionality
2- Fair- (F) Teacher’s personal attributes meets basic expectations based on standards in
1-Needs Improvement- (NI) Teacher’s personal attributes on the job fall below standard in
Teacher’s personal attributes / 5 4 3 2 1

1. Compassionate and Concern
2. Dedicated and Patient
3. Good Humored
4. Organized
5. Appreciative and Loving
6. Calm and Kind
7. Intuitive
8. Proactive and Optimistic
9. Encouraging and Creative
10.Creative
Others please specify
11. What are the administrative supports provided in the implementation of the Special
Education Program and rate its adequacy?
Please check the administrative supports provided by your school administrators in

the implementation of the Special Education Program. On the opposite column please rate
the extent of support given by using the rating specified below.
5 – Highly Adequate – (HA) – I provide all the needs of the Special Education (SPED)
program in accordance with the existing policies and guidelines of special education
without reservation.
4- More than Adequate – (MtA) I provide the needs but not all in accordance with the
existing policies and guidelines of special education. Support the Special Education
classes as what he did with the regular class.
3- Adequate – (A) I provide the needs based on availability in accordance with the existing
policies and guidelines of Special Education. Support the Special education classes
as needed only.
2- Less Adequate – (LA) I provide some needs of the Special Education Program in
accordance with the existing policies and guidelines of special education. The needs
of the SPED Program were not prioritized .
Not Adequate – (NA) Do not show interest and concern to the needs of the SPED Program
Administrative Support Provided in the Special 5 4 3 2 1

1. Allots budget for SPED
activities/program/projects
2. Initiates the formation of development plans for
SPED programs
3. Solicits fund from the NGO’s and GO’s to
support SPED Programs
4 . Provides facilities needed for development of
children with special needs
5. Provides instructional materials for utilization
of SPED teachers and children
6. Visits the special education program as he does
in the regular classroom program
7. Assists the special education teachers in
scheduling classes.
8. Talking with parents, teachers and other
community group about the program.
9.Include SPED Program in the School
Improvement Plan (SIP).
10.Organizes an Individualized Education Plan
Team (IEP).
Others, please
specify
12. What support do the parents provide for the education of their child with special needs
and rate its adequacy?
Please check the support of parents provided for the education of their child with special
needs and on the opposite column please rate the extent of support given by using the scale
specified on below.
5 – Highly Adequate – (HA) –Parents very often communicate and work well with the
4- More than Adequate – (MtA) Parents often communicate and work well with the teacher
in providing the needs of their children in school
3- Adequate – (A) Parents communicate and work well with the teacher in providing the
needs of their children in school.
2-Less Adequate – (LA) Parents rarely communicate and work well with the teacher in
1-Not Adequate – (NA) Parents never communicate and work well with the teacher in
Parents Support Provided for Special 5 4 3 2 1

1. Support their child’s needs for
intervention strategies needed for their
child development
2. Directly involved in the planning of
special services for their children
3. Coordinate closely with the teacher and
school administrator.
4. Help teachers in handling their children
by attending the parent’s training.
5. Visit their child in his classroom to
know how he learns, plays and works with
his classmates.
6. Guide their children in doing homework
and self-help activity at home.
7. Actively involved in parent organization
to support the school plan.
8. others, please
specify
13. Please write the problems and the corresponding solutions undertaken as well as your
suggestions or recommendations to improve the implementation of Special Education
Program? (Please see separate attachment.)
Prepared by:
EDNA M. JALOS
Researcher
Noted:
ROSALINA J. VILLERO, Ph.D.
Adviser
Areas Problems encountered in Solutions undertaken to solved Suggestions and Recommendations

the implementation of the the problem to improve the implementation of
SPED Program the SPED program.
Methods / Curriculum A.
Approaches
Instructional B. Strategies /
C.
materials
Facilities D.
Administrative
E.
Support
F. Parent’s
support
please specifyH. Others
CURRICULUM VITAE
I. PERSONAL DATA:
Name: EDNA MONTEREY JALOS

Birthday: September 28, 1978
Birthplace: Santa Cruz, Marinduque
Age: 36 yrs. Old
Sex: Female
Civil Status: Married
Nationality: Filipino
Religion: Roman Catholic
Parents: Edilberto P. Monterey
Divina P. Rodelas
Husband: Ricardo P. Jalos
Children Charles Edrie M. Jalos and Erich Hanniel M. Jalos
Address: Barangay Lusok, Sta. Cruz, Marinduque
Occupation: Public Elementary School Teacher
Designation: Special Education Teacher I
School: Kamandugan Elementary School
Address: Kamandugan, Sta. Cruz, Marinduque
II. EDUCATIONAL BACKGROUND:
Graduate: Marinduque State College

School of Advanced Education
Course/Major: Master of Arts in Education

Educational Management
March 2015
Graduate: Philippine Normal University

Taft Avenue
Manila, Philippines
Course/Major: M.A.in SPED – Intellectual Disability

18 units earned
2011 – 2012 Summer
College: Marinduque State College

Matalaba Branch
Sta. Cruz, Marinduque
1995- 1999
Course: Bachelor of Elementary Education (BEED)
Secondary: Landy National High School

Landy , Sta. Cruz, Marinduque
1991 – 1995
Elementary: Lusok Elementary School

Lusok , Sta. Cruz, Marinduque
1985 – 1991
Eligibility: Licensure Examination for Teachers

PRC No. 0588964
III. WORK EXPERIENCES:

Dep.Ed. Sta.Cruz North District June 2004 - Present
Dep.Ed. Sta. Cruz North District June 2002 – March 2004
IV. TRAININGS AND CONFERENCES ATTENDED :

1. 9th National Congress on Visual Impairment , Radisson Blu Hotel, Cebu City, Oct.
26-28, 2012
2. National Training Program for Teachers’ of Children with Intellectual Disabilities ,
Philippine Normal University , Taft Avenue Manila April 10- May 4, 2012
3. National Training Program for Teachers’ of Children with Intellectual Disabilities ,
Philippine Normal University , Taft Avenue Manila April 11- May 6, 2011
4. Regional Orientation cum Regional Training of Trainers on the Utilization of Adjusted

SPED Curriculum for Primary Level & Kindergarten , and The Implementation of
Inclusive Education and Transition Program ,Atrium Hotel Taft Avenue Manila ,
November 5-7, 2014.
5. Regional Training of Trainers on Special Education , Eurotel North EDSA, Quezon
City- July 31-August 2, 2013
6. Division Training Workshop on Handling Children with different Exceptionalities and
Disabilities Don Luis Hidalgo Memorial School, July 18-22, 2013
7. Division Seminar Workshop in Special Education with SPED Center/Program, Don
Luis Hidalgo Memorial School , June 9-10, 2010
8. Teaching Young Children to Read Lord of Lords Christian School, Cawit Boac , Feb.
6, 2010
9. Orientation on Results- Based Performance Management System , June 12, 2014
10. 2014 Division Schools Press Conference , Mogpog Central School October 8-10, 2014
11. District Level Walk Through for CB PAST & Instructional Supervision Handbook &
Skills Building Workshop on the Revised Assessment Process & Tool, April 1-5, 2013
V.RECOGNITION /AWARDS RECEIVED :

1. Discussant , ‘1st Division Camp Kalinga 2014’ Parents Forum – October 22, 2014
2. Discussant , Joint School Based Review on Teachers Proficiency Test, August 23-25,
2014
3. Discussant / Demonstration Teacher , Division Training Workshop on Handling
Children with Different Exceptionalities and Disabilities , Don Luis Hidalgo
Memorial School, July 18-22, 2013
4. Discussant , District Seminar on SPED in Teaching Different Exceptionality, August
30,2013
5. Discussant LAC Session – Feb. 8, 2013
6. Facilitator, School Based Training Workshop on the Construction and Preparation of
Instructional Materials - August 27, 2011.
7. Discussant – In Service Training of SPED Teachers Oct. 30, 2009
8. Mentor of Co- SPED Teachers in the Preparation of Individualized Education Plan

(IEP) June 22, 2009
9. Outstanding services and excellent effort in Special Education 1st Runner Up in the
District Evaluation of School Records and Classroom Management /Physical
Facilities/ Instructional Materials – October 5, 2011.
10. Trainors of Editorial Staff of ‘Ang Kamandag’ 2013 Regional Schools Press
Conference, Tagaytay City, February 7, 2013
11. School Paper Adviser of ‘Ang Kamandag’ 2007 Regional Schools Press Conference,
Jose J. Liedo MemorialNational High School, January 10, 2007.
12. School Paper Adviser of Ang Kamandag 2006 National Schools Press Conference,
Kalibo, Aklan February 24, 2006.
13. School Paper Adviser of Ang Kamandag 2005 Regional Schools Press Conference,
Marinduque National High School , Boac Marinduque, January 6, 2006.
14. Guest Speaker during the 17th Commencement Exercises of Lusok Elem. School -
March 2008

SPED Status Thesis Philippines

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SPED Status Thesis Philippines

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MARINDUQUE STATE COLLEGE Page

SCHOOL OF ADVANCED EDUCATION i

STATUS OF THE SPECIAL EDUCATION PROGRAM IN THE DIVISION

EDNA MONTEREY JALOS

Submitted in Partial Fulfillment

This thesis attached hereto, entitled STATUS OF THE SPECIAL EDUCATION

PROGRAM IN THE DIVISION OF MARINDUQUE: INPUT TO THE

ENHANCEMENT OF THE IMPLEMENTATION OF THE PROGRAM, prepared and

degree of Master of Arts in Education (Educational Management) is hereby accepted.

COMMITTEE ON ORAL EXAMINATION

HOMER L. MONTEJO, Ed. D. ROSALINA J. VILLERO, Ph. D.

LEODEGARIO M. JALOS JR., Ed. D. MARIA CECILIA S. MANAY, MA.Ed.

NELSON RUFINO M. MONTEJO, Chem E. SUSAN B. PINEDA Ph.D.

HOMER L. MONTEJO, Ed. D.

assistance in the preparation and completion of this manuscript.

support to the researcher;

support and genuine concern to have this study defended successfully;

the pertinent data of the study;

five districts which Special Education Program is being offered;

Education Program Supervisor, Mrs. Lany M. Semilla and Dr. Constancia R.

providing all the information needed for this study;

and guidance extended to the researcher;

and assistance all the way to finish this masterpiece;

inspire the researcher in having a hard time working on the paper;

accomplishing this study;

full-pledged masteral graduate.

and spiritual guidance showered upon her;

completion of this master’s thesis.

To her children, mother, friends, every page of this manuscript is affectionately

undertaken, as well as suggestions or recommendations of the school administrators and teacher

The SPED program was offered in the Division of Marinduque after it

the Special Education Program is more than adequate.

Administrators and SPED teachers still encountered problems in the implementation of

the curriculum, employment of strategies/methods/approaches, need for instructional materials,

On program implementation, only 11 schools in the Division of Marinduque offer the

Some changes were

On curriculum implementation, majority of the schools offered “Self-contained” service.

teach special children.

In terms of support to the program by school administrators, supports to the SPED

Chapter 1. THE PROBLEM

Chapter 2. REVIEW OF RELATED LITERATURE AND STUDIES

Specific Learning Disabilities........................................................................ 28

Chapter 4. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 73

Chapter 5. SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMENDATIONS

Summary of Findings .................................................................................... 129

Bibliography ..... ....................................................................................................... 141

Table Title Page

1 Respondents of the Study 69

2.2.3.a Appropriateness of the Instructional Materials Used 98

3.5 Problems Encountered in the Administration 118

Figure Title Page

1 The Research Paradigm 64

Appendix Title Page

A Proposed Enhancement Program 150

Background of the Study

appropriate services to develop their whole personhood to become independent and

productive members of the society towards a happy life.

severity of their disabilities.

commitments required to operationalize these aspirations are embodied in legislation,

with special needs in particular.

the hundreds (Inclusive Special Education Handbook).

than marginal programs (Handbook on Inclusive Education, 1999).

According to DepEd Secretary Luistro, the Department of Education has increased