Page 84 - GS_Journal_2016_back2back with agenda cover

UCU GS Research Journal
STRATEGIES IN TEACHING CHILDREN WITH INTELLECTUAL DISABILITIES
GERLY A. MAMARIL

This study sought to determine the level of effectiveness of the strategies in teaching
children with intellectual disabilities, by the Special Education teachers in Pangasinan SY 2015-
2016. Specifically, Problem No. 1 focused on the profile of the respondents namely: age, sex, civil
status, highest educational attainment, length of service teaching children with disabilities and
relevant trainings. Problem No. 2 dealt with the level of effectiveness of the strategies in teaching
children with intellectual disabilities along learning academics, socialization, communication,
daily living and behavior. Problem No. 3 focused on the significant differences in the level of
effectiveness of the strategies in teaching children with intellectual disabilities across the profile
variables. Problem No. 4 dealt on the significant relationship between the effectiveness of the
strategies in teaching children with intellectual disabilities and the profile variable. Problem No.
5 dealt with problems encountered by the SPED teachers in teaching children with intellectual
disabilities.
The respondents all within the age bracket of 21 t0 61 and above, dominantly females,
married almost all are pursuing graduate studies with less than 5 years and 21 years above
in teaching and have attended relevant trainings from district to international levels. The
respondents level of effectiveness in the strategies teaching children with intellectual disabilities
have an average of overall weighted mean 4.52 described as “very effective”, with “daily living”
area having the highest overall weighted mean of 4.68 and the area of “communication” having
the lowest overall weighted mean is 4.41. There is no significant relationship between the levels
of effectiveness of the strategies in teaching children with intellectual disabilities is accepted.
The problems encountered by the respondents in teaching children with intellectual disabilities is
“serious” which 3.43. These are common problems experienced by other teachers.
The profile variable of the respondents is adequate enough to qualify them to teaching
in SPED classes. They still need to upgrade their level of effectiveness of the teaching strategies
used for children with special needs. There is no significant difference in the effectiveness of
the strategies in teaching children in the SPED classes. No relationship between the level of
effectiveness of the strategies in teaching children with disability and their profile variables.
The problems encountered are common problems encountered by other teachers and some
problems encountered by the school managers.
Enhancement training in SPED should be formulated and implemented. There is a need
to level up the effectiveness. There is a need to level up the effectiveness of strategies in
teaching children with special needs. Higher officials of SPED should conduct evaluation of the
program and activities on regular basis. SPED teachers should be encouraged to pursue their
studies in the graduate school.
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