Role Performance and Support of Special Education Teachers in Handling Pupils with Special Needs

Abstract

INTRODUCTION

Special education is the education of pupils with special needs in a way that addresses the students' individual differences and needs. Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings, and other interventions designed to help learners with special needs achieve a higher level of personal self-sufficiency and success in school and community than would be available if the student were only given access to a typical classroom education. This study determined the role performance and support of Special Education teachers in handling pupils with special needs in schools with SpEd program of Maitum District, Sarangani Division.The findings of the study were the bases for a proposed action plan.This study is believed to be noteworthy as this will provide a baseline data for school administrators, teachers, parents and the children in assessing their needs to pursue their education.

METHODS

This study utilizes the quantitative method of research employing the descriptive-correlational approach. The study determines the role performance and support of SpEd teachers in handling pupils with special needs in the SpEd schools of East Maitum District, Sarangani Division. The findings of the study were be the bases for a proposed training program. The role performance and level of support of SpEd teachers were sought. The significant relationships between the profile, role performance and the level of support were also sought.

RESULTS

In terms of Role Performance on Work Scope, the SpEd teachers possess the required knowledge on subject specialization. This is consistent to the high competence in knowledge and skills among the teachers. On Class Management, the SpEd teachers are aware and have the required competency to plan, organize, and implement IEP as part of class management. IEP is difficult to do and to some extent never been applica ble. It requir es ma stery and sp e cia lized cl ass rat i o to imp l e m ent a t ediou s ta sk.Based on the data, the perceived teacher-support gained High interpretation. The High perceptions of the teachers showed high professional responsibility of the teache rs top r ovi de full s uppo rt to pupils with sp ecial needs.

DISCUSSIONS

The resultof the study necessitates an action plan to make improvements on the critical areas of implementing the special education program with the following objectives; to improve the implementation of the special education program in the school; to create TRAINING needs and assessment among sped teachers and improve such skills; and to maximize the participation of the parents and stakeholders and improve the Role Performance and Level of Support among SpEd teachers.