Strategies on Instructional Delivery Method and Pupils’ Proficiency of the Pull-out Service Model in Elementary Special Education Setting

Abstract

The study aimed to develop strategies on instructional delivery method and pupils’ proficiency of the pull-out service model in special education setting in the three Maryland elementary schools of the research district in the eastern state of USA by determining the extent of utilization of instructional delivery method in terms of information processing, behavioral, social interaction, and personal, the level of proficiency of pupils in terms of Mathematics and Reading, and the issues and concerns in the pull-out service model in elementary special education setting. The subjects of this study were 65 teachers of the three Maryland elementary schools which were selected using purposive sampling. The study utilized descriptive and inferential statistics after data collection and tabulation. Weighted mean was utilized to describe the instructional delivery method and pupils’ proficiency of the pull-out service model in elementary special education setting. F-test was employed to determine the significant difference in the assessment of the utilization of instructional delivery method and pupils’ proficient indicators. T-test was employed to determine the significant difference between the pupils’ proficiency in Mathematics and Reading. Pearson’s determined if the instructional delivery method related to the proficiency of pupils. Results revealed that social interaction is not widely utilized. Meanwhile, the pupils have low level of proficiency in reading followed by mathematics. Further, the major issue in the pull-out program is the self-esteem of pupils with disability.