Arithmetic Readiness Skills of Children with Mild to Moderate Intellectual Disability: Basis for a Proposed Workbook

Abstract

INTRODUCTION

The ultimate goal of the Department of Education (Department of Education) is that no children must be left behind despite the special needs of some children. In Candelaria District, it was noted that these children with mild to moderate intellectual disability (CMMID) are being left behind in the classroom based on their unsatisfactory performance in all subjects, especially in Mathematics. The researcher decided to investigate the arithmetic readiness skills of CMMID. The results of this study will serve as the basis for developing the proposed workbook. It is hoped that through the proposed workbook, the SPED teachers can help manage and facilitate maximum learning of CMMID in their arithmetic skills.

METHODS

The study employed both descriptive-evaluative and descriptive correlational method. The researcher described and evaluated the mathematical readiness skills of CMMID and the teaching strategies and instructional materials used in teaching basic number concepts; writing and summarizing numbers; remembering basic number skills and adding, subtracting, multiplying and dividing whole numbers. The same method was also used to determine the instructional strategies and instructional materials used in teaching the aforementioned variables. The descriptive-evaluative method was further used to determine the suitability of the proposed workbook based on the assessment made by the respondents. On the other hand, the descriptive-correlational method was used to determine the significant relationship between the mathematical readiness skills of CMMID and the instructional strategies and instructional material in teachings.

RESULTS

The pupils were found to be good in most of the competencies in mathematics except for dividing whole numbers. The most utilized strategies in teaching pupils are visual processing and hands-on activities. The mathematical readiness skills of pupils were found to have a positive moderate relationship with teaching strategies and weak correlation with instructional materials. A workbook in arithmetic skills was developed based on the assessments of the respondents. The proposed workbook was found to be suitable.

DISCUSSIONS

Teachers may utilize workbook in mathematics to improve readiness skills. Teachers may use appropriate teaching strategies and instructional materials. The flexibility of the recipient-teachers is also encouraged to sustain the interest of the child. This will help improve and optimize their potentials for maximum learning. The administrators and special education teachers may review and evaluate the effectiveness of the curriculum and plan necessary revisions if needed.