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UCU GS Research Journal
INSTRUCTIONAL PRACTICES FOR CHILDREN WITH SPECIAL NEEDS
OLIVE G. BACLIG

This study determined the extent of utilization of Instructional Practices of the teachers
teaching children with special needs in Pangasinan Division II during the school year 2015-2016.
Specifically, it determined the following: (1) profile variables of the respondents in terms of
age, sex, civil status, highest educational attainment, length of service teaching children with
special needs, and relevant trainings. (2) Determined the significant difference in the extent of
utilization of Instructional Practices for children with special needs of the respondents across their
profile variables. (3) Determined the program that can be proposed to improve the utilization of
Instructional Practices for children with special needs.
Based on the treatment and thorough analysis of data, the findings are as follows:
majority of the respondents are in the bracket of 31-40. Nineteen (19) are in the age bracket of
21-30, 12 are in the age bracket of 41-50, 3.77% are in the age bracket of 51-60 and no one of
the respondents is 61 years old and above. In terms of sex, majority or 38 of the respondents
are females. Twenty-six are singles and married, one of the respondents is widowed and no
one is separated. Majority of them has MA units, 21% is BSE/BSEED graduate, and one of the
respondent as Ph. D./Ed. D. Units. On number of years teaching Children with special needs,
majority is 5 years and below, 7 of them are in the service for 6-10 years, and 4% in the bracket
of 6-10, 11-15, 16-20 and 21 years and above. All the respondents attended international,
regional, and division training, 52 of them had attended provincial training, fifty of them had
attended district training and 46 had national training. There are no significant differences
between the extent of utilization of Instructional Practices for children with special needs and
their profile variable.
Furthermore, the researcher arrived to the following conclusions: (1) The respondents
are mostly in the age bracket of 31-40, majority are female, mostly single and married, with
Master of Arts in Education units, teaching children with special needs for 5 years and below, and
attended international, regional and division trainings. (2) The suggested Instructional Practices
were Utilized by the respondents. (3) There is no significant difference and relationship on the
extent of utilization of Instructional Practices on their profile. Therefore the extent of utilization
of teaching strategies used by the teacher in teaching children with special needs does not
depend on their age, sex, civil status, length of service .
Lastly, the following are the recommendations: (1) SPED teachers should maintain
in fulfilling their duties and responsibilities as the second parent of the children with special
needs. (2) School and Administrators should take priority programs and activities like having
school seminars and training regarding special education that would support the thrust of the
government in promoting the welfare of learners with special needs.
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