Influence of School, Community and Family Partnership to the Learning Characteristics of Children with intellectual Disability: Basis for Proposed Action Plan

Abstract

INTRODUCTION

Children develop and learn at different rates and ways. However, some children learn at a much slower rate than other children of the same age. This may be due to an intellectual disability. This study is designed to promote the influence of school, family, and community partnership on the characteristic skills of children with intellectual disability as basis for the proposed partnership program. It aims to determine the comprehensive strategies for partnership that the school, family, and community could use to improve the children with intellectual disability's academic skills.

METHODS

This study was based on Joyce Eptien's theory on school-parent involvement. The respondents of the study comprise fifteen (15) teachers, fifteen (15) parents of children with intellectual disability, five (5) school heads, fifteen (15) barangay volunteers of SPED Schools in the Division of Lipa City. The researcher utilized the quantitative research process, specifically, descriptive correlation, whereby a meticulous description and analysis of the gathered data was made in order to arrive at needed answers to those posited in the study.

RESULTS

Parenting roles, communication, volunteerism, learning at home, decision-making, and collaboration rarely occur in many classes/grade levels. The learning characteristics of children with intellectual disability in terms of spelling, writing, reading, and mathematics were observed all the time. A significant relationship was found between the learning characteristics of children with intellectual disability and the involvement of the school, community, and family partnership. A proposed action plan was prepared in order to address the needs of children with intellectual disability's learning characteristics and to strengthen school, community, and family partnership.

DISCUSSIONS

The learning characteristics of children with intellectual disability can be developed through the support of the family and community, and through the different activities, accommodation, supplementary aid, and services the schools offer to children. The plan of action is recommended for further improvement and progress towards the goal in partnership with the family and community.