PROFICIENCY AND APPROACHES IN TEACHING CHILDREN WITH LEARNING DISABILITIES AMONG FILIPINO TEACHERS
DOI:
https://doi.org/10.55197/qjssh.v3i2.124Keywords:
approaches, proficiency, inclusive education, learning disabilities, special educationAbstract
The main purpose of the study is to determine the approaches and proficiency of teachers in teaching children with learning disabilities in public elementary schools in San Mateo North and South District, Division of Isabela for the School Year 2019-2020. Descriptive survey was employed. The school heads and SpEd teachers served as respondents. Mean, t-test and Spearman rank were used to analyze data. The results showed that the teachers teaching students with learning disabilities are proficient and often used different approaches. The teachers are knowledgeable about the applicable teaching approaches to be employed in teaching students with learning disabilities. Likewise, as to the extent of employing of approaches, these were evident as practiced by the teachers and as confirmed and observed by the school heads. School Heads and teachers have the same level of assessment in terms of the extent of approaches in teaching students with disabilities. The teachers are proficient in handling students with learning difficulties. In terms of teachers’ proficiency, both teachers and school heads assessed the teachers as proficient. Therefore, they have the same level of assessment. Teachers frequently used the approaches as manifested by their level of proficiency except for content knowledge. Thus, proficiency of teacher in content knowledge do not depend on approaches being used. The teachers and school administrators shall attend trainings, workshops and conferences related to the varied teaching approaches applicable to the students with learning disabilities. The administrators and focal person of SPED in the district shall engage more related activities and trainings about the nature of content knowledge to be included in the curriculum of the special education to update the content and competencies.
References
Alquraini, T. (2010): Special education in Saudi Arabia: Challenges, perspectives, future possibilities. – International Journal of Special Education 25(3): 139-147.
Bender, W.N., Vail, C.O., Scott, K. (1995): Teachers attitudes toward increased mainstreaming: Implementing effective instruction for students with learning disabilities. – Journal of Learning Disabilities 28(2): 87-94.
Dawson, H., Scott, L. (2013): Teaching students with disabilities efficacy scale: Development and validation. – Inclusion 1(3): 181-196.
Denman, C., Al-Mahrooqi, R. (2018): Teachers’ attitudes toward alternative assessment in the English Language Foundation Program of an Omani university. – In English Education in Oman, Springer, Singapore 14p.
Gilhool, T.K. (1989): The right to an effective education: From Brown to PL 94-142 and beyond. – Beyond Separate Education: Quality Education For All, 243-290.
Gilliam, W.S., Maupin, A.N., Reyes, C.R., Accavitti, M., Shic, F. (2016): Do early educators’ implicit biases regarding sex and race relate to behavior expectations and recommendations of preschool expulsions and suspensions. – Yale University Child Study Center 9(28): 1-16.
Hyunjeong, J., Tyler-Wood, T.L., Kinnison, L., Morrison, G. (2014): The US and South Korean Pre-K through 6 Teachers' Beliefs about Inclusion Practices in their Countries: Cross Cultural Perspectives. – Journal of the International Association of Special Education 15(2): 11-23.
Lee, V.E. (2001): Restructuring High Schools for Equity and Excellence: What Works. – Sociology of Education Series: Teachers College Press. Retrieved from:
Mackey, M. (2014): Inclusive Education in the United States: Middle School General Education Teachers' Approaches to Inclusion. – International Journal of Instruction 7(2): 5-20.
Mulvany, J. (2000): Disability, impairment or illness? The relevance of the social model of disability to the study of mental disorder. – Sociology of Health & Illness 22(5): 582-601.
Patterson, J.L., Connolly, M.C., Ritter, S.A. (2009): Restructuring the inclusion classroom to facilitate differentiated instruction. – Middle School Journal 41(1): 46-52.
Sherman, T.M. (1981): Effective management of instruction in the classroom. – Educational Technology 21(8): 20-27.
Terzi, L. (2004): The social model of disability: A philosophical critique. – Journal of Applied Philosophy 21(2): 141-157.
U.S. Department of Health and Human Services (2016): Policy statement on expulsion and suspension in early childhood settings. – Washington, D.C. Retrieved from:
