Problems and Coping Strategies of Teacher-Parent of Children with Special Needs: Basis for a Proposed Coping Mechanism Program

Abstract

INTRODUCTION

Teaching is one of the most challenging works, especially the teacher-parent of children with special needs; it takes a lot of time, energy, patience, passion, and dedication to execute the teacher's task well enough on a daily basis. Through the numerous numbers of teacher-parents of children with special needs, study and research was done to create awareness, find a possible solution, know the extent of the problems, and design an intervention program which focused on early building and strengthening the natural support system for the teacher-parent.

METHODS

Descriptive method of research was used and chosen by the researcher because it is the appropriate method in generating data to achieve the objectives of the study. The study made use of the quantitative approach, as it involved the gathering of survey primary data that included a demographic profile of the respondents and their perceived extents of problems encountered and coping mechanisms applied through the use of researcher-made questionnaire.

RESULTS

Physiological, psychological, and social problems are encountered to a relatively low extent. Psychological coping mechanisms were utilized to a high extent while physiological and social coping mechanisms were utilized to a moderate extent. Extent of physiological problems is significantly different between permanent and contractual teachers. Extent of psychological problems is significantly different when respondents were grouped according to number of children and ordinal number of child with special need. There is a significant difference in the extent of social problems encountered when respondents are grouped according ordinal position of their child with special needs. The extent of coping mechanism used was found to be significantly dependent on the profile that pertains to the ordinal position of the child.

DISCUSSIONS

Parents of disabled children experience some psychological problems in daily life. The parents of non-disabled children undertake some new responsibilities. Therefore, it is quite normal that the parents of disabled children experience some special problems regardless of the type of disability that their children have. Cognizant of the research gap because of the dearth of studies that segment the perspective of teacher-parents as regards to the problems encountered and coping mechanisms utilized in light of children with special needs.