UNIVERSITY OF THE CORDILLERAS

College of Arts and Sciences

DIFFERENCE IN METHODS OF TEACHING: SPECIAL EDUCATION AND GENERAL EDUCATION

A Thesis Proposal

Presented to:

ISIDRO DULAY ALINDAYU, MAG

Faculty, Psychology Department

Submitted by:

BERIN, Audry

BUGTONG, Jessica

CUPLANG, Nancy

GUIEB, Angelica

SACLITEN, Rheyla Grace

TAY-OG, Jefferson

(1st Trimester, S.Y. 2019-2020)

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 TABLE OF CONTENTS Pages No.

TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

TABLE OF CONTENTS. . . . . . . . . . . . . . . . . . . . . . . . 2

LIST OF FIGURES

CHAPTER

1 THE PROBLEM

Background of the Study. . . . . . . . . . . . . . . . 3

Related Studies. . . . . . . . . . . . . . . . . . . .

Importance of the Study. . . . . . . . . . . . . . . . 6

Theoretical/Conceptual Framework . . . . . . . . . . . 7

Statement of the Problem and Hypothesis. . . . . . . . 9

2 DESIGN AND METHODOLOGY

Methodology. . . . . . . . . . . . . . . . . . . . . . 18

Data Gathering Tools . . . . . . . . . . . . . . . . . 19

Data Gathering Procedure . . . . . . . . . . . . . . .

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

APPENDICES

Appendix A. . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Appendix B. . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

2
 Chapter 1

THE PROBLEM

Background of the Study

The classroom is a dynamic environment, every child has the ability

to learn considering the way children learn and how much knowledge they

can absorb vary considerably, students from different backgrounds with

various abilities and personalities that requires creative and innovative

teaching strategies in order to meet students individual needs, the

researchers’ motivation to focus on the methodologies of teaching applied

in Special Education (SPED) and General Education (Gen.Ed).

The sole purpose of educators should be to help create accommodative

learning opportunities as well as modification learning for children with

exceptionalities as well as students in general education.

In an effort to help teachers educate their students considering the

individual differences of the learners, Psychology has much to contribute

to enhance teaching and learning in the classroom, where teaching and

learning are highly significant to social and behavioral factors of human

development including cognition, motivation, social interaction and

communication.

The study was backed up with the Cognitive development theory by Jean

Piaget and the theory focuses on understanding how children acquire

knowledge and also understanding the nature of intelligence. Piaget

3
believed that children take an active role in the learning process, acting

much like little scientist as they perform experiments, make observations,

and learn about the world this continually adds to their existing

knowledge and adapt previously held ideas to accommodate new information

(Cherry K., 2019).

According to Morin, There are many ways teachers can help kids who

are struggling in school, application of accommodation and modification,

accommodation changes how students learns the material(changes the way

information is presented) like listening to audio recordings instead of

reading text, learning content from audio books, movies, videos, and

digital media instead of reading print versions, working with fewer items

per page or line, working with text in larger print size, usage of visual

presentations of verbal material such as word web and etc. While

modification changes what a student is taught or expected to learn it’s

like modifying it from general topic to specific topic. There’s no

research proving that these methods are only applied in Special Education

nor applied in only in General Education, thus these methods are seen in

both phase.

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 Defining the Problem

Special Education and general education differs in many ways whereas;

Special Education programs are designed for those students who are

mentally, physically, socially and/or emotionally delayed. The aspect of

“delay” broadly categorizes as a developmental delay while General

Education used to describe the educational experience of typically

developing children. From the presented definition of the two aspects, it

was said that there is a significant difference in terms of the

methodology used in teaching or instructional methods,

In order to eradicate the misconception, General Education is the

term used in the study rather than using its synonym regular education,

(Webster, J. 2019) stated that the term “regular” is always paired with

“irregular” so it can create negative impact to others where they can view

those students who are in Special Education (SPED) program as “irregular”

or somehow flawed, this can be used against the students which is not

supposed to be since the society values the inclusive and non-

discrimination environment.

Related Studies

There are a lot of studies on different methods of teaching that

shows differences and similarities between general education and special
education. Teachers around the world have their own unique style or
approach of teaching. Thus prompt the researcher conduct deeper study
based on these researches. To view teaching as a highly skilled practice,

5
one that requires close training, is to respect the professional demands
of the work (Ball, et al., 2009.

One study emphasized the importance of better understanding on the

pedagogical content knowledge of the subject for the teacher to be able to
help the learner and adapt to their diverse abilities and interest (Ball,
et al., 2008?) This study was conducted to investigate attitudes of
university faculty on how accommodating they are in their students with
disabilities inside the classroom which proves that there are differences
among the faculty members on how they accommodate their students with
disabilities (Gartin, B., 2003). A study on disability stereotypes found out
that undergraduates with and without learning disabilities rated
individuals with learning disabilities as being less able to learn or of
lower ability than students without those disabilities (May & Stone,
2010).

According to a study conducted to examine faculty attitudes toward

disability-related topics and inclusive teaching practices at two public
four-year institutions using the Inclusive Teaching Strategies Inventory
(ITSI). Findings suggest that malleable factors such as training
opportunities positively affect faculty attitudes toward disability and
inclusive instruction (Lombardi, A. & Murray, & Dallas, B., 2013). Another
study about teaching strategies that was conducted meant for students with
learning disability to be able to engage in classroom task found out that
collaboration among teachers, setting high learning goals, effective
teaching strategies, and providing modifications will help improve student
engagement on all tasks in science classrooms (Demirdag S., 2014).

As a result of thousands of studies across Australia they came up

with High Impact Teaching Strategies which are part of the full set of
instructional practices that contribute to a comprehensive pedagogical
model and focused on it can be supported by coaching, modeling,

6
observation and feedback to ensure widespread use of successful teaching
practices (Department of Education and Training Melbourne, 2017).

A study that was conducted showed that support from both general and
special teacher is a holistic approach for an effective instruction and it
is observed only in flexible and creative classroom practice (Holmberg, J.
B., & Jeyaprathaban, S., 2016). In one study with a finding that the universal
feature of the inclusive pedagogy which we observed was the respect for
the dignity of individual children within the learning community of the
classroom (Spratt,et al.,2015). That study was in response supporting
another study by Hart et al. (2004) that everything that a teacher does, or
chooses not to do, matters.

However one study also concluded that separate teaching method for
special education is unhelpful (Humphrey et al., 2004). In that study it
was recommended that it is more important to develop an approach or method
that is inclusive to all learners (Humphrey et al., 2004).

Importance of the Study

The findings of this study will redound to the examination of

differences of the teaching methodologies and learning environment of the

teachers from elementary school of students with learning disabilities and

the teachers from elementary school of students from general education,

considering that teachers play a crucial role in the learning of students.

The roles and responsibilities of teachers should acquire guidelines

derived from the wide range of teaching approaches, methodologies and

resources to draw out particular learning types and to meet a variety of

needs that should be fulfilled in some particular students. This study is

beneficial to the teachers who are considering working as educators either

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in schools for students with or without special needs, as this can be

helpful for them to grasp and understand the impact of teaching that may

affect the students.

Moreover, this study would be helpful in modifying the differences in

the implementation and evaluation of the improvements of skills and mental

development, assisting students toward achieving cognitive learning

between the two stated forms of education. Thus, this offers better

quality and more thorough, personalized consideration to the students who

mostly need it and let the educators further classify the delegated ethics

and task of an educator in a school with a special educational setting and

its distinction from general education.

Special Education has long been recognized as a form of education

designed for students with special needs by means of addressing their

individual differences and necessities and, accordingly, it is also an

education that requires oversight from teachers. It would also be helpful

for students to understand their mental and physical needs with the role

of the educational authorities, specifically that of influence of a

teacher. It would be beneficial for teachers in a way that it provides

them a much sensible perspective and wide understanding about the life

changes of each student who are also naturally expected to cross on their

journey towards adulthood in the future despite of being mentally or

physically challenged.

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 Theoretical/Conceptual Framework

Method of teaching is the way teachers offer the subjects to

students through the use of other approaches that conform to the

characteristics of the students they encountered. Students have different

characteristics from a very smart, reasonable, while some have less

ability to quickly obtain lessons. A teacher must therefore be able to

apply the learning method according to the students ' characteristics.

Method of teaching helps to determine learning and teaching activity's

success or failure and is a unit in the teaching system. The more

objective approach used by teachers in teaching is expected to achieve the

learning goal more effectively.

Figure 1.1:

General Accommodation
Education
Teaching
Methods
Special Magnification
Education

jjj

9
General Education and Special Education

Teachers of general education and teachers of special education

share many of the same responsibilities. In reality, many of the same

students are shared. This is because children with identified special

needs frequently spend a portion of the day in the classroom in general

education and a portion of the day in a separate space providing more

comprehensive care. Nevertheless, there are significant differences in the

position of teaching. The teacher in special education may act as case

manager for special needs children. Case management covers everything from

customer resources to administrative tasks.

Teaching Methods

A method of teaching or training is a narrower topic because it is

based on theories and psychology of learning. If you have a teaching

degree, you've probably heard of names like Skinner, Vygotsky, Gardner,

Piaget, and Bloom. When their names don't sound like a bell, you probably

should know their ideas that have become methods of teaching. The

following are the most popular principles of instruction or the common

theories of teaching:

Behaviorism

Behaviorism is a theory which explains that each individual is

basically a "clean slate" for emotions to begin and form. The page states

that people respond to triggers, emotions, and positive and negative

10
strengthening. The most famous thinkers who contributed to this theory

were Ivan Pavlov, who, with his dog experiments, most people might

remember. He conducted a dog study that the dogs responded to the stimulus

when he rang a bell; then he applied the idea to humans. Other popular,

behavioral educational theorists were B.F. Skinner and Bandura's Albert.

Behaviorist Theory and Practice

The application of behavioral theory to the classroom was referred

to as explicit or direct instruction. While these approaches have been

criticized for use in general education, they have shown promising

research results, especially for children with learning difficulties. One

technique associated with organized teaching strategies includes splitting

the activities into lesser, manageable teaching sections. When performing

a sound science lesson, the educator can simplify a complex science

activity by implementing and explaining only one stage of the scientific

method, such as the problem statement, so that the processes and

objectives are evident when going through all the steps involved. This is

especially useful for LD (Learning Disability) students as they become

easily frustrated and overwhelmed when material initially appears too

difficult and often give up before they even begin a specific task

(Lerner, 2003).

Another important component of specific teaching techniques is

modeling (Olson & Platt,2000). For example, in the writing process,

illustrating and demonstrating each stage is crucial for a teacher. It is

11
usually not enough to name and give some examples of pre-writing

techniques or proofreading; the instructor must actually demonstrate

precisely how each move is done for the whole class and perhaps

individually. For example, the instructor can direct the students in

brainstorming ideas and make a graphic organizer of topics while writing a

paper on "The most important event in your life." Modeling is important

for students with learning disabilities because of their frustrated

feelings. The design also offers the extra support that these students

require.

There are lots of trainings and analysis of new learning in most

explicit instructions before mastery is achieved. Either multiplication

data, geography words involving terrestrial types or vocabulary related to

a biology lesson on parts of the brain; specific instructional lessons

include ample training and practice time (Olson and Platt, 2000). Students

with learning disabilities benefit from such over-learning due to memory

issues and information processing difficulties.

Explicit training also involves a lot of preparation and structured

scheduling (Olson & Platt,2000). Because of many students with learning

disabilities ' comprehension, attention, and memory problems, this focus

on teacher-driven and guided lessons is advantageous. Students tend to

learn when they know what to expect; that is, lessons are predictable.

They can then focus on the new material being taught rather than on a

lesson's specific and perhaps confounding features. The use of fast paced

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lessons with tracking and feedback is another example of a direct teaching

approach ideal for students with special needs.

These students can learn to progress if the lesson includes an

opportunity for teacher and student monitoring, feedback provisions, and

some kind of strengthening. Such lesson components have been shown to be

particularly effective with children with disabilities. For example,

during a lesson in literature, students may be asked to write an essay

that analyzes a story's themes. Students benefit from the teacher's input

at each stage instead of completing the entire assignment. They may first

test to see if the chosen theme is appropriate. Then they could explain

the theme examples and be certain that they are related events. Yes, all

the main material of their essays could be reviewed and updated before

they even worked on a draft.

This method builds confidence and establishes approaches to ensure

the production of expertise and a finished product of higher quality.

Constructivism

Constructivism is another concept developed by Piaget that is used

as a model for many other learning concepts and methods because it focuses

on how people learn. In this concept, Piaget suggests people are learning

from their experiences. Through active learning, they learn best, connect

it to their previous knowledge and then digest this information their own

way. The concept of student-centered learning in education and teacher-

centered learning was generated by this theory.

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Constructivist Theory and Practice

Faculties and many educational organizations are currently

supporting instruction based on constructivist theory for general

education classes. Education should be practical and are linked to real-

life situations such as, instead of having kids working word problems

endlessly to learn how to make change for a dollar, constructivist theory

suggests that it is better to give kids real money to use for practice in

a classroom or school store. Students may play prosecutors, judges, and

juries in social studies for a hypothetical court case or hold an election

for leaders in the classroom rather than memorizing the relevant

procedures and policies.

This approach will benefit children with learning disabilities due

to their difficulty in generalizing from the classroom to other settings.

The students have specific practice with widespread use of realistic

examples built into the instruction. Teachers based their teaching on a

constructivist viewpoint on what the students already know as a foundation

(Duhaney & Duhaney, 2000). Therefore, educators must first explore certain

similar ideas that are already familiar to the students in order to

introduce new concepts. Due to their low self-esteem and frequent failure

encounters, this practice helps students with learning disabilities. We

don't seem so daunting and frustrating when they have the chance to start

with something familiar.

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 An important facet of a constructivist approach to teaching is

constructive learning. When students participate actively in the lesson,

they understand and retain the knowledge. The teaching of summarizing,

paraphrasing, predicting, and using visual images, all of which require

effective learning, helps students with disabilities understand and

remember. Playing roles, art and group projects are also helpful in

clarifying and strengthening instruction. High-level thinking skills, such

as problem solving and analyzing, are often considered to be too complex

and challenging for students with learning problems, despite being an

important part of a constructivist curriculum. However, with some

additional guidance and preparation, it is possible and in fact beneficial

to emphasize these skills with such students. Teachers may direct special

students to participate in dynamic assignments of writing methods,

research projects, and other tasks of testing and learning.

Accommodations and Modifications Concept

Accommodation are programs and services provided to help a student

navigate the curriculum for general education and validly explain

training. Requires prolonged testing time, completion of an assignment,

learning a theory, and completion of an operation. Students take exams in

a distraction-free space–perhaps a learning room so the child can

concentrate more easily. This accommodation can be as simple as seating

preferences. A peer assistant is available for a support level, and a

calculator, scribe, or word processor is used to assist the student when

15
an answer is needed. These are mostly common in special education where

students with disabilities need support in their entire learning process.

To use any of these methods correctly, the students also needs to

understand the idea of what is being asked.

Modifications are individualized changes made to the student’s

content or quality requirements, such as changing the number of items to

be learned or completed by the learner. They may be given multiple choice

or open-ended questions instead of writing an essay or a “yes” or “no”

option. Alternative strategies are to use the general education in

learning when adapting students with special needs to be objective and

outcome expectations.

In order to participate in the general curriculum and be successful

in school, most students with disabilities who receive special education

services require adjustments or changes to their educational program.

While no improvements or changes are specified by the Individuals with

Disabilities Education Act (IDEA) and its rules, there is some consensus

as to what they mean. An accommodation used in this report enables a

student to perform the same assignment or examination as other students,

but with pacing, formatting, setting, planning, response and/or

presentation adjustments. Such arrangement does not significantly alter the

measurements of the assessment or task. The Individualized Education

Program (IEP) team should discuss modifications and accommodations and

team decisions are written into the IEP of a student. Such adjustments

16
should be selected to suit the individual needs of the student. While

considering accommodations and modifications, it is crucial to include the

student, if possible. It's a good first step to tell the student what

would be beneficial. Knowledge of different disabilities by teachers can

better assist children with special needs in an inclusion classroom. Of

example, as more children are dealing with autism, educators can be more

successful in helping these children to understand how to communicate with

autistic children.

If an autistic child is enrolled in the class of the teacher, he or

she should consult with the parents to learn the nature of the autism of

their child. Combined with a general knowledge of the condition, this

information would allow teachers to be better prepared during classroom

instruction to handle any problems. Teachers understanding and knowledge

about specific disabilities will be able to more effectively manage their

classroom.

Statement of Problem

In the present, the forms of education have been innovating the

standards and curriculum of its educational context and methodologies that

would best fit the needs of the student in terms of their individual

differences. Nevertheless, the role of a teacher is to create a learning

environment conducive either they belong to special education or general

17
education class. However, not all teachers are mindful about the cognitive

diversity among students these days and some may also lack knowledge about

the teaching methods that should be given considerations in teaching in

both form of education. This study aims to find out the difference in

teaching methodologies among students in special education and students in

general education from elementary levels.

Hypothesis

1. There is significant relationship between the Methods of Teaching

applied in Special Education (SPED) and General Education (Gen.Ed).

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 CHAPTER 2

DESIGN AND METHODOLOGY

METHODOLOGY

This chapter presents the methods used in the study. It also

describes the subject of the study, the instruments used, and the

procedure of data gathering.

This study aims to differentiate if there is a difference between

what teaching methodologies are applied in general education and in

special education, overall this study is qualitative in nature.

Descriptive research method will be used in this study, hence the

researchers has the purpose of observing and recording behaviors, method

used is specifically called as participant observation where the observer-

researcher is actively involved in the activity or setting.

Population and Sampling

The researchers used Purposive sampling technique to choose the

participants of this study.

In this study, the researchers will be choosing 10 Special Education

teachers from Baguio Special Education School (BSPED) considering the

other (SPED) schools to equalize the number of participants rest assured

that there is no sufficient number of teachers in Baguio Special Education

center and 10 General Education Teachers from Lucban Elementary School

which is situated in Lower Magsaysay, Camdas Subdv. to participate in the

process.

19
 The researchers used this technique because it relies on the

judgement of the researchers when choosing who will take part on their

study. Researchers may choose a representative sample to suit their needs,

or specifically approach individuals with certain characteristics.

Data Gathering Tools

The research instrument that was used by the researchers.

The instrument used was adopted from ___

The checklist questionnaire consisted of 30 questions and the respondents

had to answer by checking which among the predetermined response

alternatives/options is his/her choice or is more applicable to him/her.

Data Gathering Procedure

This study consists of stages;

Stage 1 Deals with the researchers choosing the school and

the respondents that would fit in their study.

Stage 2 Deals with the researchers adopting checklist

questionnaires from precious studies.

Stage 3 Deals with the content validation of the checklist

questionnaires by one special education teacher and
one general education teacher.

Stage 4 Deals with the actual conduct of the study.

Stage 5 Deals with the researchers briefing the

respondents.

Stage 6 Deals with the researchers observing the

respondents inside the classroom.

20
Stage 7 Deals with the debriefing the respondents.

Stage 8 Deals with the analyzing and interpreting of the

data gathered.

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Education ... Retrieved from
https://files.eric.ed.gov/fulltext/EJ1158525.pdf.

Algahtani, F. (2017). Teaching students with intellectual disabilities:

Constructivism or behaviorism? Teaching Students with Intellectual
Disabilities: Constructivism or Behaviorism? 12(21), 1031–1035. doi:
10.5897/ERR2017.3366.

Ball, Deborah & Thames, Mark & Phelps, Geoffrey. (2008). Content Knowledge for
Teaching What Makes It Special?. Journal of Teacher Education. 59.
10.1177/0022487108324554.

Ball, Deborah & Forzani, Francesca. (2009). The Work of Teaching and the
Challenge for Teacher Education. Journal of Teacher Education. 60.
10.1177/0022487109348479.

Cherry, K. (2019, August 12). What are Piaget’s Four Stages of

Development? Retrieved from http://www.verywellmind.com/piagets-stages-of-
cognitive-development-2795457.

Demirdag, Seyithan. (2014). Effective Teaching Strategies: Science Learning and

Students with Learning Disabilities. International Journal of Teaching and
Education. 2. 45-52.

Department of Education and Training Melbourne (2017). High impact teaching

strategies (HITS). 2017 (n.d.). Retrieved from
https://www.education.vic.gov.au/school/teachers/teachingresources/practice/
improve/Pages/hits.aspx.

Duhaney, D. C., & Duhaney, L. M. G. (2000). Assistive technology: Meeting the

needs of learners with disabilities. International Journal of
Instructional Media, 27,393-401.

22
Ferry, M. (2011, December 15). Accommodations and Modifications in Special
Education. Retrieved from
https://friendshipcircle.org/blog/2011/12/15/accomodations-and-
modifications-in - special- education/
Gartin, B. (2003). Attitudes of University Faculty toward Accommodations to
Students with Disabilities. Journal For Vocational Special Needs Education.

Gill, E. (2013, January 5). What is your teaching style? 5 Effective Teaching
Methods for your Classroom. Retrieved from https://education.cu-portland.
edu/blog/classroom-resources/5-types-of-classroom-teaching-styles/
Hart, S., Dixon, A., Drummond, M. J., & McIntyre, D. (2004). Learning without
limits. Maidenhead: Open University Press.

Holmberg, J. B., & Jeyaprathaban, S. (2016). Effective Practice in Inclusive and

Special Needs Education.INTERNATIONAL JOURNAL OF SPECIAL EDUCATION, Vol 31(
No: 1). Retrieved from https://files.eric.ed.gov/fulltext/EJ1099986.pdf

Humphrey, N., Davis, P., Florian, L., Ainscow, M., Dyson, A., Farrell, P., Rouse,
M. (2004). Teaching Strategies and Approaches for Pupils with Special
Educational Needs: A Scoping Study. Department for Children, Schools and
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Lerner, J. (2003). Learning disabilities: Theories, diagnosis, and teaching

practices. Boston: Houghton Mifflin Company.
diverse learners. Learning Disabilities Research and Practice, 11,
147-156.

Lombardi, A. & Murray, & Dallas, B. (2013). University faculty attitudes toward disability and inclusive
instruction: Comparing two institutions. Journal of Postsecondary Education and Disability. 26.
221-232.

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disabilities: views of college students with and without learning
disabilities. Journal of Learning Disabilities, 43(6), 483-499. doi:
10.1177/0022219409355483

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Olson, J. L., & Platt, J. M. (2000). Teaching children and adolescents with
Special needs (3 rd ed.). Upper Saddle River, NJ: Merrill/Prentice
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Spratt, Jennifer & Florian, Lani. (2015). Inclusive pedagogy: From learning to
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and Teacher Education. 49. 89-96. 10.1016/j.tate.2015.03.006.

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24
 Appendix A
Five Effective Teaching Methods for your Classrooms

From each of the educational theories, teachers extract and develop a

plethora of different teaching styles, or strategies. Instructors must

have a large and varied arsenal of strategies to use weekly and even daily

in order to build rapport, keep students engaged and even keep instructors

from getting bored with their own material.

The Authority, or Lecture Style

The Authority model is teacher-centered and frequently entails

lengthy lecture sessions or one-way presentations. Students are expected

to take notes or absorb information.

 Pros: This style is acceptable for certain higher-education

disciplines and auditorium settings with large groups of students.

The pure lecture style is most suitable for subjects like history,

which necessitate memorization of key facts, dates, names, etc.

 Cons: It’s a questionable model for teaching children because there

is little or interaction with the teacher. Plus it can get a little

snooze-y. That’s why it’s a better approach for older, more mature

students.

The Demonstrator, or Coach Style

The demonstrator retains the formal authority role by showing

students what they need to know. The demonstrator is a lot like the

25
lecturer, but their lessons include multimedia presentations, activities,

and demonstrations.

 Pros: This style gives teachers opportunities to incorporate a

variety of formats including lectures and multimedia presentations.

 Cons: Although it’s well-suited for teaching mathematics, music,

physical education, or arts and crafts, it is difficult to

accommodate students’ individual needs in larger classrooms.

The Facilitator, or Activity Style

Facilitators promote self-learning and help students develop

critical thinking skills and retain knowledge that leads to self-

actualization.

 Pros: This style trains students to ask questions and help develop

skills to find answers and solutions through exploration; it is ideal

for teaching science and similar subjects.

 Cons: Challenges teacher to interact with students and prompt them

toward discovery rather than lecturing facts and testing knowledge

through memorization. So it’s a bit harder to measure success in

tangible terms.

26
The Delegator or Group Style

The delegator style is best suited for curricula that require lab

activities, such as chemistry and biology, or subjects that warrant peer

feedback, like debate and creative writing.

 Pros: Guided discovery and inquiry-based learning place the teacher

in an observer role that inspires students by working in tandem

toward common goals.

 Cons: Considered a modern style of teaching, it is sometimes

criticized as eroding teacher authority. As delegator, the teacher

acts more as a consultant rather than the traditional authority

figure.

The Hybrid or Blended Style

Hybrid, or blended style, follows an integrated approach to teaching

that blends the teacher’s personality and interests with students’ needs

and curriculum-appropriate methods.

 Pros: Inclusive! And it enables teacher to tailor their styles to

student needs and appropriate subject matter.

 Cons: Hybrid style runs the risk of trying to be too many things to

all students, prompting teachers to spread themselves too thin and

dilute learning.

Source: Gill E. (2013)

27
 Appendix B
Letter
October 14, 2019

Baguio City Special Education Center

84 Military Cut-off Rd, Baguio City

Sir/Ma’am:

We, the 3rd year students of University of the Cordilleras, pursuing the degree:
Bachelor of Science in Psychology, in partial fulfilment of our Educational
Psychology subject requirement, we are requesting your permission to allow us to
conduct our study entitled, “Difference in Methods of Teaching: General Education
and Special Education”. This study aims to compare the difference when it comes
to the Methods of Teaching used in a special education class and a general
education class.

We are on the process of gathering our data through checklist questionnaire that
will be used in our study. With regards to this matter, we would like to ask for
your permission to distribute our checklist questionnaire to the faculty of this
Academe to help us obtain the data we need in relation to our topic.

Rest assured that the Researchers shall abide with the policies and guidelines’,
making sure that confidentiality is highly protected throughout the course of the
study.

We would greatly appreciate your consent at our request

Thank you for your time and positive action

Respectfully yours,

AUDRY RAE J. BERIN ANGELICA GUIEB

Researcher Researcher

JESSICA GRACE C.BUGTONG RHEYLA GRACE SACLITEN

Researcher Researcher

NANCY CUPLANG JEFFERSON TAY-OG

Researcher Researcher

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Noted by:

ISIDRO D. ALINDAYU JR., MAG WILMALYN A. AWINGAN, MAED

Educational Psychology Instructor Department Head of
Psychology

October 14, 2019

MR. JOSEPH A. ESTIGOY

Principal
Lucban Elementary School
Magsaysay Avenue, Baguio City

SIR:

We, the 3rd year students of University of the Cordilleras, pursuing the degree:
Bachelor of Science in Psychology, in partial fulfilment of our Educational
Psychology subject requirement, we are requesting your permission to allow us to
conduct our study entitled, “Difference in Methods of Teaching: General Education
vs. Special Education”. This study aims to compare the difference when it comes
to the Methods of Teaching used in a special education class and a general
education class.

We are on the process of gathering our data through checklist questionnaire that
will be used in our study. With regards to this matter, we would like to ask for
your permission to distribute our checklist questionnaire to the faculty of this
Academe to help us obtain the data we need in relation to our topic.

Rest assured that the Researchers shall abide with the policies and guidelines’,
making sure that confidentiality is highly protected throughout the course of the
study.

We would greatly appreciate your consent at our request

Thank you for your time and positive action

Respectfully yours,

AUDRY RAE J. BERIN ANGELICA GUIEB

Researcher Researcher

JESSICA GRACE C.BUGTONG RHEYLA GRACE SACLITEN

Researcher Researcher

29
NANCY CUPLANG JEFFERSON TAY-OG
Researcher Researcher

Noted by:

ISIDRO D. ALINDAYU JR., MAG WILMALYN A. AWINGAN, MAEd

Educational Psychology Instructor Department Head of
Psychology

30