Handling Learners with Multiple Disabilities in Special Education Centers of Camarines Norte

Abstract

INTRODUCTION

Just like other normal learners, children with multiple disabilities have needs. Aside from food, clothing and shelter, concern and education are also prioritized to be given to them. On the profile of the learners with multiple disabilities, majority were in the age group of 9-11. Dysgraphia was the disability with the highest frequency. There were four (4) support groups who were with them in supporting their education such as 4Ps, UNICEF, and funds from both provincial and municipal sources.

METHODS

Data and information were elicited from teachers who are handling learners with multiple disabilities in three SPED Centers in Tagalog Speaking municipalities. This study utilized an interview guide, documents analysis framework, and focus group discussion.

RESULTS

In delivering instruction, doing individual teaching, giving extra time for them, extending patience and compassion, discovering and employing other teaching techniques learned from experience, knowing their level as learners, and consulting peers and mentors and parents were found. As to managing behavior, treating them as ordinary children, leading them to develop self-care or self-help for self-confidence, giving stories with moral lessons, involving them in class activities to imitate the behaviors of others, used role modeling technique, and always remind them of the class rules. As to integrating socialization, the following information were revealed: called their attention to participate and share, utilized activities that mirror the essence of friendship, gave inspirational stories, infused the value of helpfulness in class, and developed the sense of grouping, pairing and playing while learning. In valuing one's self, motivating them to become class leaders, making them develop the importance of listening, giving stories and movies with moral values, scheduling one on one conversation, and utilizing activities that develop self-exploration were noted. Using appropriate teaching styles and materials, low frustration tolerance of learners, lack of motivation from parents, peer pressure and parents' denial were the challenges encountered in handling them.

DISCUSSIONS

Learners with multiple disabilities are provided with educational interventions to respond to their exceptionalities, cater to their needs, and to make them utilize their innermost strengths. Handling them involves extending educational intervention marked by modification of strategies and accommodation of new ideas that respond to their needs.