The Status of Special Education Programs of the Secondary Schools in the Division of Rizal

Abstract

INTRODUCTION

The study aimed to determine the Status of Special Education Programs of the Secondary Schools in the Division of Rizal as perceived by the three (3) groups of respondents namely SPED coordinators, SPED/Receiving teachers andParents during the school year 2015-2016.

METHODS

The study made use of a descriptive research method utilizing survey design with the aid of a questionnaire checklist as an instrument to gather the needed data. The target respondents were the SPED coordinators, SPED Receiving teachers and Parents chosen through stratified sampling. They were asked to accomplish the survey instrument with four components such as Objectives; Curriculum; Administrative Support and Family Involvement. Moreover, other components such as Assessment Program; Intervention Program; Teachers and Staff Competence; Instructional Materials; Physical Facilities; Special Programs; Learner's Performance; and Community Support and Linkages were answered using the hard data.

RESULTS

Based on the findings, Objectives were found to be Very Much Attained per evaluation of the respondents; while Curriculum per obtained grand means was verbally interpreted as Highly Evident, and Family Involvement and Administrative Support were interpreted as Highly Observed per obtained grand mean.In general, the SPED Programs of the secondary schools were found to be a very important factor that contributed greatly to the learning of children with disabilities.

DISCUSSIONS

The best practices in Special Education, are as follows, Providing specially designed Instruction; Technology transformation; Creating a positive and safe learning environment; Learning multiple techniques to reward positive behavior; The best practices in Special Education as revealed by the Parent-respondents are as follows, Involvement in agencies; NGO that help CWSN; Enriching the school community relationships; Support their children in the attainment of goals; Cooperates in the preparation of anecdotal records; Provides data for easy benchmarking; this implies that the Parent, SPED teacher and SPED Coordinator has a high regard for Special Education.It concluded that the SPED programs required strong Administrative Support and Family Involvement for the implementation of the SPED Curriculum to attain quality, relevant and responsive special education.