UPSI Digital Repository (UDRep)
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UPSI Digital Repository (UDRep)
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| Abstract : Universiti Pendidikan Sultan Idris |
| 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 were 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 |
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Connolly, M., Patterson, J., & Ritter, S. (2012). Restructuring the inclusion classroom to facilitate differentiated instruction. Middle School Journal. 41(1), 46-52. |
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