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UCU GS Research Journal
STATUS AND PROSPECTS OF SPECIAL EDUCATION CENTERS
ANN MYRTHEL C. BARTOLOME

This study aim to determine status of special education centers in Pangasinan during
the school year 2015 – 2016. It specifically sought the problem on the physical structure, location
/ site of buildings, number of SPED teachers with SPED items, number of enrolment, categories
of special programs and best practices. Likewise, the status of Sped Centers in Pangasinan
along administrative support, teachers capability, adequacy of instructional materials, physical
plant and facilities and stakeholders involvement in SPED Program. Further, the study sought to
answer seriousness of problems encountered of SPED Centers in Pangasinan .
Furthermore, the researcher arrived at the following conclusions: The profile of Sped
Centers in terms of physical structure revealed that most classrooms, offices, staff and function
rooms, resource room, library of food services/canteen, comfort rooms, assembly and athletic
facilities are serviceable while medical and dental clinic, student center and gymnasium are
dominated by none. The profile of Sped Centers in terms of location/site of buildings shows that
land area, buildings and classrooms are enough, school buildings and classrooms are accessible
while on school site, it was dominated by not fully accessible. The study revealed that of numbers
of Sped teachers with Sped items were dominated by 3 and below while the number of enrolment
was dominated by 41 and above. Most of the Sped Centers offers gifted/fast learners, mentally
challenged/intellectually disabled, hearing impaired, learning disability and down syndrome.
Their best practices are gifted/fast learners followed by challenged/intellectually disabled and
down syndrome. The overall level of adequacy of Sped Centers according to physical plant and
facilities was “Adequate”. The respondents rated the problems encountered by the Sped Centers
as “Slightly Serious”.
Lastly, recommendations are the following: Every Sped Centers should have their own
gymnasium, students’ centers and medical and dental clinic to cater and fully developed he
needs of special children. Every barangay should have and establish a Sped Center to make the
school site fully accessible. Additional Sped teachers with Sped items with full qualifications and
qualities as a Sped teacher in order to develop further the capabilities of the special children. The
Sped Centers should offer all the categories of Special education in order to cater all the children
with special disabilities. Moreover, special education should continue their performance of their
best practices and further developed their non best practices. In this case, Sped teachers should
update their knowledge by attending seminars and workshop regarding Sped to provide all the
needs of these children with special needs. The administrative and should continue their support
and good performance in doing their job to help those special children achieve their full potential
as possible. Hence, stakeholders should further involve themselves in the sped program to fully
achieve and meet the goals of Sped Centers to children with special needs.
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