Exploring Teaching Strategies and Challenges Towards a Holistic Context-Based Special Education Teaching Strategies Program
Main Article Content
Keywords
Adaptation, inclusion, modification, motivation, sign language
Abstract
This phenomenological research study explored the challenges and strategies of six identified special education teachers in the Legazpi City Division. The study employed in-person interviews using a validated instrument and audio recordings. The study focused on the assessment of students' current levels of functioning, planning and individualized education programs, collaboration and consultation with multidisciplinary team members, and adaptation of content activities. Results deduced from coding revealed that reading and discussion method, monopolizing decisions, and additional cost in modifying instructional materials were the major challenges. Moreover, the individualized instructions, strong motivation, and classroom policies, content, and modifying instructional materials were major strategies. The study formulated a holistic context-based special education teaching strategies program that highlights the faculty management program, the students support program, and the administrative support program. Faculty development programs aid teachers in not being left behind. Investing in teachers’ professional growth is suggested.
Publication History
Version of Record online: June 18, 2022
Manuscript accepted: June 7, 2022
Manuscript revised: May 25, 2022
Manuscript received: March 2, 2022
References
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Florian, L. (2019). On the necessary co-existence of special and inclusive education. International Journal of Inclusive Education, 23(7-8), 691-704. https://doi.org/10.1080/13603116.2019.1622801
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Pawilen, G. T. (2018). Developing a curriculum for the transition program of special learners in the Philippines. International Journal of Curriculum and Instruction, 10(1), 1-20. https://files.eric.ed.gov/fulltext/EJ1207241.pdf
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Sayson, Y. C. (2016). Needs assessment of public special education schools in Cebu City, Philippines. JPAIR Institutional Research Journal, 8(1), 1-1. http://orcid.org/0000-0003-3716-1003
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Senthamarai, S. (2018). Interactive teaching strategies. Journal of Applied and Advanced Research, 3(1), S36-S38. https://doi.org/10.21839/jaar.2018.v3iS1.166
Singh, A., & Haynes, M. (2020). The challenges of COVID-19 in nursing education: The time for faculty leadership training is now. Nurse education in practice, 47, 102831. https://doi.org/10.1016/j. nepr.2020.102831
Tuimur, H. N. E., & Chemwei, B. (2015). Availability and use of instructional materials in the teaching of conflict and conflict resolution in primary schools in Nandi North District, Kenya. Online Submission, 3(6), 224-234. https://files.eric.ed.gov/fulltext/ED560670.pdf
Williams, J., & Dikes, C. (2015). The implications of demographic variables as related to burnout among a sample of special education teachers. Education, 135(3), 337+.
Zhou, M., & Brown, D. (2015). Educational learning theories: 2nd Edition. Education Open Textbooks, 1. https://oer.galileo.usg.edu/education-textbooks/1
Albert, J. R. G., Santos, A. G. F., & Vizmanos, J. F. V. (2018). Profile and determinants of the middle income class in the Philippines (No. 2018-20). PIDS Discussion Paper Series. https://pidswebs.pids.gov.ph/CDN/PUBLICATIONS/pidsdps1820.pdf
Ballesteros, M. M. (2010). Linking poverty and the environment: Evidence from slums in Philippine cities (No. 2010-33). PIDS Discussion Paper Series. https://dirp3.pids.gov.ph/ris/dps/pidsdps1033.pdf
Banks, T. (2014). Creating positive learning environments: Antecedent strategies for managing the classroom environment & Student behavior. Creative Education, 05(07), 519-524. https://doi.org/10.4236/ce.2014.57061
Buckley, K. (2019). Making sense of social-emotional survey results using the core districts’ benchmarking data. Transforming Education. https://files.eric.ed.gov/fulltext/ED605382.pdf
Da Fonte, M. A., & Barton-Arwood, S. M. (2017). Collaboration of general and special education teachers: Perspectives and strategies. Intervention in School and Clinic, 53(2), 99-106. https://doi.org/10.1177/1053451217693370
Dela Fuente, J. A. (2021). Facebook Messenger as an educational platform to scaffold deaf students’ conceptual understanding in environmental science subject: A single group quasi-experimental study. International Journal of Education, 14(1), 19-29. https://doi.org/10.17509/ije.v14i1.31386
Echols, D. G., Neely, P. W., & Dusick, D. (2018). Understanding faculty training in competencybased curriculum development. The Journal of Competency-Based Education, 3(2), e01162. https://doi.org/10.1002/cbe2.1162
Fan, W., & Williams, C. (2018). The mediating role of student motivation in the linking of perceived school climate and achievement in reading and mathematics. Frontiers in Education, 3, 50. https://doi.org/10.3389/feduc.2018.00050
Feng, L., & Sass,T.R. (2013). What makes special-education teachers special? Teacher training and achievement of students with disabilities. Economics of Education Review, 36, 122-134. https://doi.org/10.1016/j.econedurev.2013.06.006
Florian, L. (2019). On the necessary co-existence of special and inclusive education. International Journal of Inclusive Education, 23(7-8), 691-704. https://doi.org/10.1080/13603116.2019.1622801
Formoso, D. B. (2019). Supervision of instruction in special education in two schools in The Philippines. Elixir Social Science, 126, 52529-52533.
Greene, J. P., & Winters, M. A. (2008). The effect of special-education vouchers on public school achievement: Evidence from Florida’s McKay Scholarship Program. Manhattan Institute.
Hernandez, S. J. (2013). Collaboration in special education: its history, evolution, and critical factors necessary for successful implementation. Online submission, 3(6), 480-498. https://files.eric.ed.gov/fulltext/ED544122.pdf
Hoover, J. J. (2011). Making informed instructional adjustments in RTI models. Intervention in School and Clinic, 47(2), 82-90. https://doi.org/10.1177/1053451211414193
Johnson, E., & Semmelroth, C. L. (2013). Special education teacher evaluation. Assessment for Effective Intervention, 39(2), 71-82. https://doi.org/10.1177/1534508413513315
Jones-Goods, K. M., & Grant, M. C. (2016). A phenomenological study of cultural responsiveness in special education. Journal of Research Initiatives, 2(1), 17.
Koonkongsatian, A. (2017). The role of administrative support in the retention of special education teachers. [Master’s thesis, Dominican University of California] https://doi.org/10.33015/dominican.edu/2017.edu.06
Lewis, R. B., Wheeler, J. J., & Carter, S. L. (2017). Teaching students with special needs in general education classrooms (9th ed.). Pearson.
Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36(1), 1–3. https://doi.org/10.1016/j.cedpsych.2010.11.004
Lochmiller, C. R., & Lester, J. N. (2017). Conceptualizing practitioner-scholarship for educational leadership research and practice. Journal of research on leadership education, 12(1), 3-25.
Mallett, C. D. (2008). Special education service delivery in a provincial jurisdiction: First Nations perspectives for an interdependent and inclusive model of student support services for band operated schools in Manitoba [Master’s Thesis, University of Manitoba]. file:///C:/Users/Admin/Downloads/Mallett_Special_education.pdf
Matear, D. L. (2020). Local field analysis of alternate and alternative programs in the VSB. The University of Kansas.
Mokhtar, M., Yasin, M. H. M., & Tahar, M. M. (2020). The level of knowledge and skills of special education teachers in teaching with the use of learning through play method. Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa, 6(2). http://dx.doi.org/10.17977/um029v6i22019p1-6
Opertti, R., Walker, Z., & Zhan, Y. (2013). Inclusive education: From targeting groups and schools to achieving quality education as the core of EFA. The SAGE Handbook of Special Education: Two Volume Set, 149-169. https://doi.org/10.4135/9781446282236.n11
Pawilen, G. T. (2018). Developing a curriculum for the transition program of special learners in the Philippines. International Journal of Curriculum and Instruction, 10(1), 1-20. https://files.eric.ed.gov/fulltext/EJ1207241.pdf
Reyes, C. M., Albert, J. R. G., Tabuga, A. D., Arboneda, A. A., Vizmanos, J. F. V., & Cabaero, C. C. (2019). The Philippines’ voluntary national review on the sustainable development goals. https://sustainabledevelopment.un.org/content/documents/23366Voluntary_National_Review_2019_Philippines.pdf
Sangalang, S. O., Prado, N. O., Lemence, A. L. G., Cayetano, M. G., Lu, J. L. D., Valencia, J. C., Kistemann, T., & Borgemeister, C. (2020). Diarrhea, helminth infection, dehydration, and malnutrition associated with water, sanitation, and hygiene facilities and poor handwashing in schools in Metro Manila, Philippines: A cross-sectional study. medRxiv. https://doi.org/10.1101/2020.12.13.20248141
Sayson, Y. C. (2016). Needs assessment of public special education schools in Cebu City, Philippines. JPAIR Institutional Research Journal, 8(1), 1-1. http://orcid.org/0000-0003-3716-1003
United Nations. (2018). The sustainable development goals report 2018. https://unstats.un.org/sdgs/files/report/2018/TheSustainableDevelopmentGoalsReport2018-EN.pdf
Senthamarai, S. (2018). Interactive teaching strategies. Journal of Applied and Advanced Research, 3(1), S36-S38. https://doi.org/10.21839/jaar.2018.v3iS1.166
Singh, A., & Haynes, M. (2020). The challenges of COVID-19 in nursing education: The time for faculty leadership training is now. Nurse education in practice, 47, 102831. https://doi.org/10.1016/j. nepr.2020.102831
Tuimur, H. N. E., & Chemwei, B. (2015). Availability and use of instructional materials in the teaching of conflict and conflict resolution in primary schools in Nandi North District, Kenya. Online Submission, 3(6), 224-234. https://files.eric.ed.gov/fulltext/ED560670.pdf
Williams, J., & Dikes, C. (2015). The implications of demographic variables as related to burnout among a sample of special education teachers. Education, 135(3), 337+.
Zhou, M., & Brown, D. (2015). Educational learning theories: 2nd Edition. Education Open Textbooks, 1. https://oer.galileo.usg.edu/education-textbooks/1
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Published
Jun 18, 2022
Article Details
How to Cite
Pocaan, J. (2022). Exploring Teaching Strategies and Challenges Towards a Holistic Context-Based Special Education Teaching Strategies Program. The Normal Lights, 16(1). https://doi.org/10.56278/tnl.v16i1.1715
Section
Research Article
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