SPED teachers' problems encountered and management strategies for faculty development program
This study determines the problems encountered and the management strategies used by special education teachers of the mentally retarded children. Specifically, it seeks to determine the respondent's profiled in terms of educational background, years of service, workload and attendance to pre/i...
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| Format: | text |
| Language: | English |
| Published: |
Animo Repository
2001
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| Subjects: | |
| Online Access: | https://animorepository.dlsu.edu.ph/etd_masteral/2996 |
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| Institution: | De La Salle University |
| Language: | English |
| Summary: | This study determines the problems encountered and the management strategies used by special education teachers of the mentally retarded children. Specifically, it seeks to determine the respondent's profiled in terms of educational background, years of service, workload and attendance to pre/in-service trainings. It also looks into the problems encountered by special education teachers in terms of subject matter, planning and organizing a lesson, communication, instructional strategies, classroom management, administrative support, parental support and educational set-up. Management strategies used by the teachers in addressing their problems are further determined towards the end of the study. A program for faculty development is then evolved. Results revealed the following difficulties on the part of the respondents teaching communication skills with the students preparing teaching aids/materials communicating with the students using verbal language adjusting the pace of the lesson to suit the pupils' needs dealing with the behavior problems of students and following-up the homework of the children. Moreover, limited administrative support in terms of procuring basic materials and equipment necessary for the delivery of services and difficulty in implementing an itinerant school-based special education tutor were likewise noted in this study.
As regards the extent of the seriousness of the different problem areas, it was found that difficulties under the categories of subject matter, planning and organizing a lesson, communication instructional strategies, classroom management administrative support, parental support, and educational set-up are generally regarded as moderately serious. |
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