Abstract
The focal objective of this study was to examine the various teaching styles, learning styles, as well as the level of competencies of children with special needs in the Secondary Public schools of Zone IV, Division of Zambales during School Year 2018-2019.The aforesaid study applied quantitative descriptive research design with questionnaire as the main instrument in gathering from teacher and students with special needs. Moreover, the study revealed that the Special Education (SPED) teacher is typically female, in her early adulthood, married, master’s degree holders with almost a decade in the teaching service and few numbers of attendance to seminars and training. The Special Education (SPED) student learning style was “visual learning”. There is substantial difference on competence level when congregated conferring to grade level, and age. There is significant difference on the learning styles of SPED students when grouped according to grade level, and age profile. There is significant difference on the teaching styles when clustered according to sex, age, highest educational attainment, length of years in service and number of trainings. Finally, the researcher recommended that if budget warrants, the school administrators should prioritize sending teachers handling SPED class for training and seminars to keep abreast on the new trends in teaching physically handicap students; hiring legitimate and experts in SPED program should be hired for better implementation of the program is strongly encourage; to administer/conduct a parallel or similar study in order to validate and confirm the findings attained in the study.
Highlights
Past perceptions of Special Education probed the capability of those children with severe disabilities to acquire learning (Blatt, 1981)
There is no significant difference on the level of competence manifested on the computed P or significant Value of 0.511 which is higher than (>) 0.05 Alpha Level of Significance, the Null Hypothesis is accepted
There is no significant difference on the learning styles of Special Education (SPED) students level of competence manifested on the computed P or significant Value of 0.182 which is higher than (>) 0.05 Alpha Level of Significance, the Null Hypothesis is thereby accepted
Summary
Past perceptions of Special Education probed the capability of those children with severe disabilities to acquire learning (Blatt, 1981). Learners with severe disabilities can learn to independently eat, dress themselves, do basic laundry tasks, they can increase their communication skills, they can improve their social or communal skills, they can improve their safety skills and they can acquire academic skills/competencies which includes reading, writing and mathematics (Browder et al, 2009). Research indicates that Early Intervention (EI) has strong probability to improve children’s quality of life by augmenting and improving development and preventing additional developmental delays and/or disabling conditions (Barnett, 1995). Since special needs child exhibit large extent of delays in their developmental milestones especially in attention, focusing, sensory perception, fine motor, gross motor, visual perception, auditory perception, language and thinking, they develop a problem in the acquisition of their skills/competencies
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