Classroom Management Practice among Children with Intellectual Disability in Selected Public Elementary Schools of Batangas Province: A Basis for a Proposed Training Program

Abstract

INTRODUCTION

Children with exceptionalities are increasingly being educated within the general education classroom within the past years. Within a classroom, there is a wide range of student abilities and teachers cannot have only one practice or strategy established within their classrooms. More often than usual, the focus is on adapting teaching instruction strategies to cater students' needs; however, it is important that teachers look beyond teaching instruction strategies to examine their classroom set-up, their daily routines, and the general environment of their classroom. It is important to explore what works for each type of student within a classroom because each student is different in their own way.

METHODS

A teacher-made questionnaire was also used to address the study on the Classroom Management Practice Among Children with Intellectual Disability in Selected Public Elementary Schools. To further understand the descriptive method, the researcher was guided with the definition of Manuel and Medel (2014) who proposed that this method involves the description, recording, analysis, and interpretation of the present nature, composition or processes of phenomena.

RESULTS

In the classroom management practices dimension, the highest weighted mean is the instructional dimension with 4.49, followed by procedural and physical dimension with a same overall weighted mean of 3.45; however, the physical dimension got a low weighted mean result when the items were categorized. It has a weighted mean of 3.23 with the verbal interpretation of often. Another finding that was found out is that there is no significant relationship between classroom management practices and the demographic profile of the special education teachers of the children with intellectual disability.

DISCUSSIONS

Classroom Management Practices are considered an essential part of the teaching and learning process. It refers to the methods, strategies, and skills teachers use to maintain a classroom environment that results in a student's learning success. Studies should be made on the relationship of students' academic achievement and classroom management by the special education teachers to students with intellectual disability. A proposed training program may be included on the curriculum plan to be implemented by the School Division Superintendent. That can be used by the special education teachers as guidelines in teaching students with intellectual disability.