Teachers-Opportunities-and-Challenges-in-Teaching-Special-Education.-PPT-Copy.pptx

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1. Teachers Opportunities and Challenges in Teaching Special Education Presenter: GEREON B. DE LA CRUZ JR

2. Chapter I

3. INTRODUCTION Education is a human right, as reflected in the principle of education for All to which Philippines has committed. The united Nation convention promulgated on the Rights of Persons with Disabilities in 2006 which recognizes the rights of persons with disabilities to inclusive education at all levels of the education system. This enhances its recipients, quality of life, enabling them to become independent, productive citizens with sense of dignity and self-worth.

4. INTRODUCTION Education of learners with special needs has come an extensive and lengthy way; it can be in a method from special education (SPED) to integrated education and it as process from integrated education to inclusive education. Despite the prop-up by a number of guidelines, policies and programs from time to time to speed up the bound of all the efforts made in this direction the regular schools with inclusive orientation face many barriers, roadblocks, impediments and challenges.

5. BACKGROUND OF THE STUDY SPED is currently a topical subject that is widely discussed and deliberated upon in the field of education, Philippines included. It has invariably been referred to as part of the global education for all agenda as a new education paradigm and as an educational reform goal to make our societies inclusive. The same is accepted in Philippines; however, the aspect of education for all is not effectively implemented despite of having policies and legal framework that advocates education for all specially in the implementation of SPED classes.

6. BACKGROUND OF THWE STUDY Students with Special Needs are mainstreamed in the flexible learning environment for acquiring quality education that optimizes their potential for holistic development. Enhancing students with disabilities’ self-determined behavior characteristics has been a considerable element of policy, research, and curriculum standards and teaching practices to help students to have a smooth and successful transition to postsecondary settings. The education should enhance teachers who teach children with learning disability and also create awareness in the society to accept children with special educational needs. Therefore, there is a need to introduce comprehensive special needs education in all teacher professional development-programs.

7. STATEMENT OF THE PROBLEM What are the teachers’ opportunities in teaching special education when taken as a whole and when classified according to age, sex, highest educational attainment, position, and years in service? 2. What are the challenges encountered by the teachers in teaching special education when taken as a whole and when classified according to age, sex, highest educational attainment, position, and years in service?

8. STATEMENT OF THE PROBLEM 3. Are there significant differences in the teachers’ opportunities in teaching special education when classified according to age, sex, highest educational attainment, position, and years in service? 4. Are there significant differences in the challenges encountered by the teachers in teaching special education when classified according to age, sex, highest educational attainment, position, and years in service? 5. Is there a significant relationship between teachers’ opportunities and challenges in the implementation of inclusive education?

9. THEORITICAL FRAMEWORK Luckmann and Berger (2020) claimed that people socially construct institutions through their communication with each other. Their theory on social construction is rooted on Marx’s proposition that as person’s consciousness is determined by their sociality, which also includes what most people know as reality. Contact Theory serves as a rationale for interventions that aim to promote positive attitudes and thereby also the social participation of students with disabilities.

10. CONCEPTUAL FRAMEWORK This study determines the opportunities and challenges that teachers met in teaching special education. The respondents are teachers, specifically in the Schools Division of Iloilo, who are the key factors in the in the implementation of special education. Teachers’ personal attributes such as age, sex, years in service, teaching position and highest educational attainment could be great influencing factors in teaching special education.

11. Independent Dependent Variables Variables RESEARCH PARADIGM Profile of the Respondents • Age • Sex • Highest Educational Attainment • Position • Years in Service Teachers’ opportunities in teaching special education Teachers’ challenges in teaching special education Figure 1 . The Schematic Presentation of the Study showing the interplay of relationship among variables.

12. SIGNIFICANCE OF THE STUDY Department of Education (DepEd) Officials . The findings of this study would guide them in formulating, implementing and coordinating policies, plans, programs and projects that will be used in teaching Special Education. Curriculum Planners . The result of the study provides information with regard to the teachers’ opportunities and challenges in teaching special education that would give an avenue to develop an intervention program which could be beneficial to every SPED schools.

13. SIGNIFICANCE OF THE STUDY School Heads. The result of this study should lead the school heads to ask competent authorities to promote special education and to take measures to accelerate the equality in education, promoting actively equal rights, equal chances, equal treatment to girls and boys, women and men and especially to those with special needs. It will provide gateway to revise teaching materials and methods with a view to reinforce special education, placing a greater emphasis on equality.

14. SIGNIFICANCE OF THE STUDY Teachers. The findings of this study can be used to inspire teachers to improve strategies, innovativeness and challenges in teaching Special Education. Teachers need to understand, how to handle learners with diverse and special needs and give them the attention and care that they mostly need so that teachers won’t find it hard to make necessary learning for these children become possible. Teachers are the main actors responsible for delivering the curriculum and shaping the classroom environment.

15. SIGNIFICANCE OF THE STUDY Parents/ PTA . The implementation of Special Education is beneficial to the parents especially to those who have children who have special needs. This program is important to emphasize the flagship of education that no one should be left behind. Parents would understand their specific roles and areas of concerns for them to take necessary actions in helping the school convert to its better vision. They should work in consultation with the school principal to build partnership and networking.

16. SIGNIFICANCE OF THE STUDY Learners . Learners will develop and embrace their co- learners with special needs. The value of compassion and understanding of each other’s differences will develop in them and widen the learners’ horizon and perspective. A sense of sympathy and empathy will be instilled in their minds, thus developing them to be caring and nurturing individuals. This study will also enable the learners to identify their roles in the society, something that will boost their morale and their confidence.

17. SIGNIFICANCE OF THE STUDY Researcher . This study will provide insights and information to fellow researchers regarding the teachers’ opportunities and challenges in teaching special education. This study will give understanding and shape one’s perception on the implementation of special education, and how it will affect the teachers. Future Researchers . Through the results of this study, researchers, specifically in education, would be able to provide results with information to conduct similar studies to validate and benchmark from this study. This will give them the inspiration and motivation to conduct similar future research.

18. DEFINITION OF TERMS Challenges . In this study, “challenges” refer to the barriers and hardships that teachers face as they successfully facilitate teaching special education. Opportunities . In this study, “opportunities” refer to chances to do something in teaching special education. Special Education . In this study, “special education” refers to education for disabled students such as learning disabilities, learning difficulties, communication disorders, emotional and behavioral disorders, physical disabilities, developmental disabilities and other disabilities.

19. DEFINITION OF TERMS Teaching . As used in this study, “teaching” refers to a method wherein a teacher conveys knowledge to students in a formal setting. Teacher . As used in this study, “teacher” refers to someone who helps students acquire knowledge. (Wikipedia, 2023)

20. SCOPE AND LIMITATION OF THE STUDY This study was conducted to determine the teachers’ opportunities and challenges in teaching special education in the Schools Division of Iloilo for A.Y. 2023- 2024. The respondents specifically are special education teachers in the ¬Schools Division of Iloilo whose opportunities and challenges are being put into consideration in the implementation of Special Education.

21. Chapter II

22. CONCEPTUAL LITERATURE No Child left behind is policy about education for all children. This act was adopted by the Department of Education in the Philippines. The significance behind the No Child Left Behind is to guarantee the protection of a child’s fundamental right to quality education. This act seeks to promote compulsory education for children of compulsory school age, providing only for restricted exceptional education, guiding government units, especially at the level of the Barangay, to be directly engaged in controlling education of the children under their jurisdiction, and the Department of Education will provide the required curriculum for the development b of compulsory education.

23. CONCEPTUAL LITERATURE The Philippine government’s most significant legacy to its people is to provide them quality education. Hence, the No Child left behind Act of 2010. It is an act that ensures every Filipino’s constitutional rights to quality education is realized. This act allows every Filipino child a chance to be schooled (NO Child Left behind Act of 2010. Senate Bill 2366. 2010).

24. CONCEPTUAL LITERATURE Republic Act (RA) 11650, inked by Duterte on March 11, provides that no learner shall be denied admission based on their disability. The new law provides that all schools, whether public or private, shall ensure equitable access to quality education to every learner with disability. Under RA 11560, all learners with disabilities, whether enrolled in public or private schools, shall be accorded services and reasonable accommodation based on the Individualized Education Plan (IEP) and shall have the right to avail of the appropriate support and related services. (Philippine News Agency 2022).

25. CONCEPTUAL LITERATURE The UNESCO agreed a dynamic new Statement on the education of all disabled children, which called for inclusion to be the norm. The Statement begins with a commitment to Education for All, recognizing the necessity and urgency of providing education for all children, young people and adults within the regular education system. It says those children with special needs must have access to regular schools (UNESCO Salamanca Statement 2020).

26. CONCEPTUAL LITERATURE The teachers, being the focal figure in education, must be competent and knowledgeable in order to impart the knowledge they could give to their students. Good teaching is very personal manner. Effective teaching is concerned with the student as a person and with his general development. On Teachers’ Opportunities in Teaching Special Education

27. CONCEPTUAL LITERATURE The teacher must recognize individual differences among his/ her students and adjust instructions that best suit to the learners. It is always a fact that as educators, they play varied and vital rolls in the classroom. Teachers are considered the light in the classroom. They are entrusted with so many responsibilities that range from the very simple to most complex and very challenging jobs.

28. CONCEPTUAL LITERATURE Teachers must recognize the diversity and complexity in the classroom, be it the ethnicity, gender, culture, language abilities, learning abilities and learning disabilities, and interests. Classroom diversity exists not only among students and their peers but may also be exacerbated by language and cultural differences between teachers and students.

29. CONCEPTUAL LITERATURE Teachers actively support students to achieve success as they move through the learning process. Teacher feedback is critical. Teachers closely monitor student understanding and target further individual support when it is needed. The results of effective teaching as described by educators and institution representatives refer to learning outcomes that are durable, flexible, functional, meaningful, generalizable and application-oriented. Furthermore, teaching effectively results in independent-learning, thinking, collaboration, and regulation skills.

30. CONCEPTUAL LITERATURE According to Hattie (2019), differentiated teaching refers to methods teachers use to extend the knowledge and skills of every student in every class, regardless of their starting point. The objective is to lift the performance of all students, including those who are falling behind and those ahead of year level expectations.

31. CONCEPTUAL LITERATURE The challenges include a lack of competence on the part of the teachers, poor financial and material support for the program, poor administration, poor attitudes of the teachers, lack of collaborative efforts, and unfair treatment of students, inadequacy of the school buildings for the program and a host of other challenges. A limited understanding of the concept of disability, negative attitudes towards persons with disabilities and hardened resistance to change are the major challenges impeding the implementation of inclusive education. On Teachers’ Challenges in Teaching Special Education

32. CONCEPTUAL LITERATURE Other challenges confronting the implementation of inclusive education are poor attitudes from the parents of the People Living with Disabilities (PLWD) towards Inclusive Education ( Gajendrabhai and Saini 2020). Principals are main stakeholder in the pursuance of inclusive education people. So, any attitudinal change towards the issue of inclusive education has a direct bearing whether it will be realized or not.

33. CONCEPTUAL LITERATURE Implementing inclusive education would be difficult due to the lack of clarity and uncertainty on what it entails. Teachers deal with the different hurdles in their experience of implementing inclusive education and learning to integrate into the teaching can be a particularly challenging process, especially given the number of new initiatives launched in local education.

34. CONCEPTUAL LITERATURE Working with parents- the first point of contract with the community outside the school- is another challenge of inclusive education. Parents are the principal stakeholders outside the administration circle of the school. Aside from these, teachers face numerous obstacles in providing quality education to all students as disparities in our society increase.

35. FOREIGN STUDIES Karabıyık , Vasfiye & Avcioğlu , Hasan. (2021), conducted a study on “The problems special education teachers encounter and their solution recommendations (the case of northern cyprus ).” This study both aims at identifying the problems special education teachers face at the education centers and also finding their solutions accordingly.

36. FOREIGN STUDIES Kartini , A., & Aprilia, I. D. (2022), conducted a study on “Challenges and Opportunities for Regular Teachers in the Implementation of Assessments for Students with Special Needs in Inclusive Education Provider School.” The purpose of this study was to obtain an overview of the challenges and opportunities faced by regular teachers regarding the assessment of students with special needs in their classrooms.

37. FOREIGN STUDIES Wardany , O.F. and Herlina , H., (2023), conducted a study on “Challenges for Special Education Teachers in Limited Face-to-Face Learning During the Covid-19 Pandemic: A Survey Research.” This study aims to determine the challenges experienced by special education teachers in providing education for students with special needs in special schools during the limited face-to-face learning (LFL) period in the 2021/2022 academic year.

38. LOCAL STUDIES Allam, F. C., & Martin, M. M. (2021), conducted a study on “Issues and challenges in special education: A qualitative analysis from teacher’s perspective.” The general purpose of this study is to determine the issues and challenges of special education (SPED) teachers in teaching children with learning disabilities in the City Division of Ilagan Isabela, Philippines.

39. LOCAL STUDIES Ajoc , Irene. (2019), conducted a study on “The Special Education Program (SPED) in the Province of Surigao del Sur, Philippines.” This study is designed to assess the implementation of Special Education (SPED) Program of the nine SPED implementing schools in the province of Surigao del Sur using the CIPP Model.

40. LOCAL STUDIES Balading , Jericho, et al (2023), conducted a study on “The Lived Experiences and Challenges Faced by SPED Teachers Amidst the New Normal of Education”. This qualitative study explores the experiences and challenges SPED teachers face amidst the new normal of education.

41. RELEVANCE OF RELATED LITERATURE The related studies will give the researcher data as bases in the selection of research studies that are closely related to the proposed study. These following studies were carefully analyzed, discussed in the hope that they will shed more perspective on teaching special education. The results are a profound starting point for further research and course development. Thus, the findings may guide in the development on teaching special education.

42. RELEVANCE OF RELATED LITERATURE The researcher expected that the results of this study could generate findings useful in the improvement of teaching special education. She hopes that teachers and learners will be motivated to be more productive achieve high learners’ performance by the findings of this study. The findings of the study will also serve as a basis for developing effective intervention programs and activities to enhance SPED implementation. The implementers of the SPED programs shall strictly adhere to the policies, and the strong support of the stakeholders shall be encouraged by formulating active organization spearheaded by the school head.

43. Chapter III

44. RESEARCH DESIGN According Fritia (2019), descriptive correlational research refers to a type of study in which information was collected without making any changes to the study subject as it will aim to seek the relationship between the teachers’ strategies and learners’ performance.. This study is descriptive-correlational research design aimed to determine the teachers’ opportunities and challenges in teaching Special Education from Jaro District, Schools Division of Iloilo City, Philippines for School Year 2023-2024.

45. RESPONDENTS The respondents are the Special Education teachers of Jaro District in the Schools Division of Iloilo City who display their opportunities and hurled challenges in the implementation of Special Education. The respondents are taken from schools using the overall sampling technique who would comprise the respondents of the study.

46. RESPONDENT OF THE STUDY Table 1. Distribution of the Respondents Schools N Percentage Jaro 1 3 5.55% Jaro 2 3 5.55% Cubay 3 5.55% Bito-on 3 5.55% Buntatala 3 5.55% Tagbac 3 5.55% Balantang 3 5.55% Tabuc Suba 3 5.55% Tui Chiu Teg Integrated 3 5.55% River Plains 3 5.55%

47. RESPONDENT OF THE STUDY Schools N Percentage Lanit Integrated 3 5.55% Uswag San Isidro 3 5.55% Luis Mirasol Memorial 3 5.55% J.L Tiongco Memorial 3 5.55% Quintin Salas 3 5.55% M.V. Hechanova Memorial 3 5.55% Sambag 3 5.55% Total 54 100%

48. DATA GATHERING INSTRUMENTS The instrument to be used in gathering the data for this study will be a researcher-made questionnaire for the respondents’ profile, teachers’ opportunities and challenges in teaching special education. Part 1 the profile of respondents like age, sex, highest educational attainment, position and years in service Part 2 a questionnaire composing of 15 items that will determine the teachers’ opportunities in teaching special education. The questions are answerable by strongly agree, agree, undecided, disagree and strongly disagree Part 3 teachers’ challenges in teaching special education and are answerable by yes or no

49. VALIDITY OF INSTRUMENTS The items in the questionnaires are designed by the researcher and submitted to the jury of experts for suggestions or comments on the improvement of the instrument. The jury’s evaluation of the item in the research instrument is indicative whether the research instrument is valid or not.

50. VALIDITY OF INSTRUMENTS The questionnaire will be submitted for face and content validity to a panel of five jurors who are experts in administration and supervision, research and instrumentation. Each item will be rated by the juror as accepted, rejected or needs improvements. Only items that are accepted are retain in the final revision of the research instrument. The jurors’ suggestions for further improvement of some items are considered in the refinement of the said instrument.

51. RELIABILITY OF THE RESEARCH INSTRUMENTS Reliability is established by assessing the stability of the measurement instrument through Cronbach alpha. As a reliability measure, the instrument will be pilot tested to 30 special education teachers in the Schools Division of Guimaras . After the permits will be granted, the researcher will personally distribute and collect politely the questionnaires from the respondents. Approved letter of request will be given to the respondents asking for their cooperation for the success of the study. After the respondents have answered the questionnaires, this will be collected, computed and interpreted statistically.

52. DATA GATHERING PROCEDURE After the content validation and reliability testing of the questionnaire, permission to administer the survey will be secured. The researcher will personally distribute the questionnaires so that the purpose of the study will be properly understood by the respondents to ensure the accuracy of the responses and to provide the respondents with assurance that their responses shall be kept strictly confidential.

53. STATISTICAL TOOL Frequency Count Mean Percentage The frequency count will be used to determine the distribution of the respondents according to selected variables. It is also used to determine the number of responses to each item in the questionnaire. This will be used to determine the teachers’ opportunities in teaching Special Education. Percentage is a way of expressing numbers as fractions of 100. Percentage will be used to determine the distribution of the respondents according to selected variables.

54. STATISTICAL TOOL The Pearson’s R Chi-Square Kruskal Wallis H-test It will be used to ascertain the significance of the relationship among variables and to analyze the results of the variables. The chi-square will be for analysis of the nominal data which is the teachers’ challenges in teaching special Education that is answerable by yes or no. The Kruskal Wallis H-test will be used to determine the significant differences in the teachers’ opportunities and challenges in teaching Special Education when classified according to sex and educational attainment.

55. STATISTICAL TOOL Mann Whitney U-test Spearman’s Rho The Mann Whitney U-test will be used to determine the significant differences in the teachers’ opportunities and challenges in teaching Special Education when classified according to position, specialization and congressional district. Spearman’s Rho will be used to determine the relationship between the teachers’ opportunities and challenges in teaching Special Education.

56. THANK YOU!