Teacher’s Use of Arts on Children with Special Needs: Its Prevalence and Importance

Abstract

This study aims to know the level of importance and level of prevalence among the SPED teachers who use arts on on children with Special Needs. All of the 21 SPED teachers from these schools served as respondents using a take-all sampling procedure. Statistically, there is a high level of importance and a high level of prevalence in terms of the use of arts among children with special needs. There is a significant relationship between these two variables. In conclusion, teachers were aware of the need for updated special education training that would equip them in teaching art and handling learners’ behavior who will likely not to participate in art activities. Teachers were favorable to teaching art but seeks to be trained and would have better collaboration with administrators, special education teachers, and parents. There is a need to know the students like and dislike, a predictor to the success of teaching art to children with special needs. As such, these inferences become bases for formulating and adapting the enhanced professional development plan in incorporating arts in teaching children with special needs.