Comparative study of the teaching styles of regular and special education teachers

• المؤلف الرئيسي: Yen, Chia-Ling (Amy).
• التنسيق: text
• منشور في: Animo Repository 2002
• الموضوعات: Teaching methods; Special education teachers; Education
• الوصول للمادة أونلاين: https://animorepository.dlsu.edu.ph/etd_masteral/2999

Utilizing questionnaires and interviews, this study determines and compares the teaching styles of regular and special education teachers handling children with mental retardation, hearing impairment, visual impairment and learning disability.A total of 200 regular and special education teachers from government schools in Manila and Pasay City participated in this study. The participating schools in this research included: P. Burgos Elementary School, M. Hizon Elementary School, P. Gomez Elementary School, J. Lukban Elementary School, Sta. Ana Elementary School and Jose Rizal Elementary School.Majority of the regular classroom and special education teachers are female and are qualified to teach the children under their charge. Both groups of teachers handling various disabilities employ varied teaching styles such as Sensory Modalities, Global vs. Analytic Orientation vs. Impulsive, and Individual vs. Group Orientation. Special education teachers handling different exceptionalities employ common teaching styles namely Sensory Modalities, Global vs. Analytic Orientation Global, Reflective vs. Impulsive, Individual vs. Group Orientation. It is recommended that sharing of expertise be conducted among regular classroom teachers and special education teachers through intervisitations observations and in-service trainings. Findings of this study should be moreover, utilized as inputs in designing training programs for both regular classroom and special education teachers.