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Chapter I
THE PROBLEM AND ITS BACKGROUND
Introduction
of the many responses by the government to address specific needs of learners in the
country. These specific curricular programs being offered in basic education are anchored
on the premise that individual learners have different learning needs and interests that
many factors which include the objectives of SPED, teachers, administrators, instructional
The fundamental purposes of special education are the same as those of regular
education: the optimal development of the student as a skillful, free, and purposeful
person, able to plan and manage his or her own life and to reach his or her highest
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Perhaps, the most important concept that has been developed in special education
as the result of experiences with learners with special needs is that of the fundamental
individualism of every child. The aspiration of special educators is to see every child as a
unique composite of potentials, abilities, and learning needs for whom an educational
program must be designed to meet his or her particular needs. From its beginnings,
special education had championed the cause of children with learning problems. It is as
the advocates of such children and of the concept of individualization that special
education can come to play a major creative role in the mainstream of education.
techniques and skills. They comprise a body of knowledge, methods, and philosophical
tenets that are the hallmark of the profession. As professionals, special educators are
dedicated to the optimal education of learners with special education needs (LSEN) and
they reject the misconception of schooling that is nothing but custodial care.
The focus of all education should be the unique learning needs of the individual
child as a total functioning organism. All educators should recognize and accept that
special and regular education shares the same fundamental goals. Special education
expands the capacity of schools to respond to the educational needs of all students. As
advocates of the right of all children to an appropriate education, special educators affirm
their professionalism.
education, regardless of the disability, to help the student achieve academic and life
success. Special education programs facilitate academic progress by providing the least
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written plan, called an Individual Education Program or IEP is drawn up to outline special
accommodations and modifications within the educational environment for each special
education student. This plan's focus is structuring the elements that drive the educational
process -- instruction and assessment -- so that the individual can benefit from the
educational environment. Without this specialize educational plan, the student's disability
In some Special Education Program, learners with special needs (LSEN) are
inclusion. The inclusion environment not only facilitates academic progress, but also acts
to socialize special education students. This socialization is vital to their personal growth
Moreover, some special education programs are geared toward teaching life skills,
such as dressing, personal hygiene, safety, handling money and day to day decision
making. Students in these programs are also educated on workplace expectations and
often engage in programs that provide workplace training. For example, the local food
chain joint may employ one or more of these students during a period of the school day
so that they can get some on-the-job experience. These special programs are essential
Similarly, Special education programs also teach behavior that is appropriate and
acceptable by society. Some students with disabilities may exhibit behaviors that are
education allows for some tolerance of these behaviors within the instructional
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Students who are overly aggressive or exhibit behaviors that are socially inappropriate
vocational education, and limb care authority education) is the practice of educating
students with special educational needs in a way that addresses their individual
differences and needs. Ideally, this process involves the individually planned and
materials, and accessible settings. These interventions are designed to help learners with
special needs achieve a higher level of personal self-sufficiency and success in school
and their community, than may be available if the student were only given access to a
In the recent report of the Department of Education (2017), the DepEd ensures
inclusive education for learners with special needs, this is in line with the Department’s
thrust in providing quality and inclusive basic education for all, the Department of
learners with certain exceptionalities through its Special Education (SPED) program.
to the needs of learners with various exceptionalities. This program ensures that learners
with exceptionalities will have access to quality education by giving them their individual
and unique learning needs. This initiative caters to learners with visual impairment,
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hearing impairment, intellectual disability, learning disability, autism spectrum disorder,
disability with visual impairment, and to those who are orthopedically handicapped,
Up to date, DepEd has recognized a total of 648 SPED Centers and regular
schools offering the program—471 of which are catering to elementary pupils and 177
are catering to high School students. The Education Department has recorded around
250,000 enrollees with certain exceptionalities at the elementary level and around
100,000 at the high school level in school year 2015-2016 (DepEd, 2017).
Despite the initiative and several steps provided by the Department of Education
across country, there are still many challenges and problems encountered in the
educational needs, 17 of them are Special Education Program teachers (SPEt) or with
plantilla item as SPEt while the remaining 17 are resource teachers, handling LSEN but
with plantilla item of regular classroom teacher. It can be deduced that some teachers
who are handling learners with special needs in the Division of Marinduque are non-
specialized of the program, thus, the teaching of LSEN is at stake, because the teachers
may not possess the competencies and skills needed to handle LSEN. Also, teachers
may not be equipped with the strategies, methods, and techniques in teaching learners
with special needs. They might be teaching LSEN with the strategies of teaching
kindergarten because they were not trained to teach children with special needs.
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Moreover, there are observations, that some facilities are lacking for specific
disability, for instance, braille for the blind, and hearing aid for the deaf. In addition, it has
been observed that the disability of some children are not properly assessed, for instance,
a child with learning disability (LD) may have another disability, which were only
With this background, the research aims to find out whether the schools in the
Division of Marinduque offering Special Education programs meet the objectives of the
and contexts: (1) outcomes of schooling (Brady & Kennedy, 2003), (2) economy
(Tapscott, 2005), (3) equity (Kennedy, 2000), (4) accountability (Linn, 2000) and, (5)
personal fulfilment and satisfaction (Smith & Goodwin, 2000). It is believed that these
perspectives and contexts significantly shape how the school system and the society in
general perceive assessment for children with disabilities (Brady & Kennedy, 2003;
Tapscott, 2005; Kennedy, 2000; Linn, 2000; Smith & Goodwin, 2000).
fact that young people are considered the citizens of the future, the society as a whole
takes an interest in the outcomes of schooling (Brady & Kennedy, 2003). This perspective
stakeholders - students, parents, business and industry, governments - about the role of
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assessment in relation to the outcomes of schooling. This is the reason why in the school
setting, teachers may be faced with a challenging task of meeting and reconciling the
differing interests and expectations of the community stakeholders. For the business and
industry owners, for example, they are not ashamed to take the interest that young people
who leave school can directly contribute to their economic activities. This scenario
economy.
produce it” (p. 7). This means that ‘knowledge economy’ is dependent on intelligent
people who have the capacity to solve problems and create new and innovative ideas for
For equity, Kennedy (2000) emphasized that assessment has the potential to
influence the social contexts of students in different ways. He adds that it can exacerbate
social problems if assessment outcomes are interpreted outside of the social contexts
they inevitably influence. Smith and Goodwin (2000) support Kennedy’s idea by
concluding, “assessment can alert us to potential social problems and inequities and
provide the grounds on which specific action can be taken” (p. 98).
students’ ethnicity, language, and ability or disability (Kennedy, 2000). This is primarily
assessments using languages that are not necessarily their own. Expectedly, as Smith
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and Goodwin (2000) assert, “the students get low scores and are then labelled as slow
This brings to the question, “how accountable are the policy makers, government,
and the society in general in ensuring that the assessment processes bring positive
impacts to schooling, rather than making them an agent to label and discriminate
students”?
student learning, the expenditure of public funds, and aligning educational outcomes with
the perceived needs of society and the economy” (Linn, 2000, p. 3). This concept is
directly linked with the teachers and the education authorities primarily because they play
a central role in accountability processes and they are often held to be accountable for
With regard to personal fulfilment and satisfaction, Smith and Goodwin (2000), in
involves being in “constant conversation with the children about the sense they are
making of their work, what it is they are learning and doing” (p. 103). This means that
assessment takes the responsibility of being alert to where children are, how they are
responding to lessons and activities, and how they are or are not progressing. Genishi
(2000) asserts that “nothing is scientific about this kind of assessment – it is based on
developing a relationship with students, knowing who they are and being interested in
who they are become” (p. 26). In addition, it is critical to emphasize that the perspective
of personal fulfilment and satisfaction brings the progressivist notion that children are able
to construct their own knowledge in meaningful ways, and they make meaning of the
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world around them and they do so in deliberate and purposeful ways (Smith & Goodwin,
2000).
assessing the education of the learners with special needs in terms of teaching,
materials, and equipment used in teaching, the support of the administrators, parents and
Thus, the study focused itself in assessing the education of the learners with
special education programs in the division of Marinduque since its operation in 1997 to
present.
The main focus of the study is to assess the education of the learners with special
1. What is the extent of attainment of the objectives in educating the learners with
2. How effective are the teaching methods, techniques, and strategies used in
3. How adequate are the instructional materials, equipment, and facilities used in
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5. What is the degree of seriousness of the problems encountered in educating the
special needs?
The study focuses on assessing the education of the learners with special
education the learners with special needs, the level of effectiveness of the teaching
methods, techniques, and strategies used in educating learners with special needs, the
adequacy of the instructional materials, equipment, and facilities used in educating the
learners with special education needs, the adequacy of the supports of administrators,
parents, and external stakeholders to the education of the learners with special needs,
and the degree of seriousness of the problems encountered in educating the learners
It involves the 17 teachers with SPET item, and the 17 Resource Teachers with
plantilla item of regular teachers with a total of 34 teachers in the 14 elementary schools
in the seven districts of the Division of Marinduque namely, Boac North, Buenavista,
Gasan, Santa Cruz East, Santa Cruz North, Santa Cruz South, and Torrijos. In addition,
it also involves the administrators of 14 schools that offers Special Education program as
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Significance of the Study
management. Assessing the education of the learners in the Special Education Program
This study may give ideas to the key persons and Special Education Program
implementation of the Special Education Program. Through this study, the problems
encountered by the program implementers may be identified and then remedial measures
can be applied.
This study may give light to the reactions or attitudes of the School administrators
and SPED Teachers towards the implementation of the Special Education Program,
specifically the teaching of learners with special needs, as one of the government and
DepEd thrusts.
For the teachers the SPED teachers and resource teachers, results of this study
may determine their strength and weaknesses to which may lead for planning towards
For the parents, they may continue to cooperate and support their children
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For the stakeholders, the result of this study may broaden their mind, to give heart
with helping hands and open opportunities for learners with special needs.
This may benefit for all the learners with special needs in the Division of
For other schools without the Special Education Program but have clienteles, this
study may inspire them to open the program in their respective schools.
The study excludes Boac South and Mogpog districts, hence, these districts are
not yet offering Special Education Program in any of their schools. Also, the study
excludes the gifted and talented learners because these learners are taught under Head
Start Program. The parameters are inclusive to those learners with specific disability such
(autism and cerebral palsy), hearing impairment, physical impairment, speech and
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