Isolation Program to Increase the Number of Finished Tracing Outputs

Abstract

INTRODUCTION

This research focuses on a child with Down syndrome of SPED-LSENs class of Cantilan Pilot School who has slow progress in the development of his tracing and writing skills. The Isolation Program as an intervention to address this difficulty is very suited to SPED-LSENs Class of Cantilan Pilot School. The program is all about creating a safe, distraction-free work/play area that facilitates the optimal environment for learning and growth of the child with down syndrome. As to the protection of the rights and welfare of the child, Mrs. D U. Pasco, the Municipal Social Welfare and Development Officer, validated the said intervention. The Isolation Program really made a difference in terms of improving the focus and concentration of the child with Down syndrome of SPED-LSENs class of Cantilan Pilot School. It reflected on the increase in the number of finished tracing outputs after the intervention was applied.

METHODS

A. Participants

Out of the two learners with Down Syndrome in SPED-LSENs Class of Cantilan Pilot School, Cantilan, Surigao del Sur, 1 learner who finished 5 out of 20 tracing activities was selected based on his performance.

B. Data Collection:

This research used PURPOSIVE SAMPLING.

This study was designed to increase the number of finished tracing activities of the learner with Down Syndrome of SPED-LSENs Class of Cantilan Pilot School, Cantilan, Surigao del Sur in the second quarter through the Isolation Program. Prior to the construction of the cubicle, Isolation Program started. During the Isolation Program that lasted for half of the quarter, the number of finished tracing outputs of the LSEN started to increase. After the intervention, the learner did the tracing activities outside of the cubicle in the classroom. Out of 20 tracing activities in the second quarter, the LSEN was able to finish 15 tracing activities. A descriptive approach was used to interpret the data collected.

RESULTS

Figure 1-A graph showing that Pupils got 5 finished tracing outputs out of 20 and Pupil B got 16 out of 20 Figure 2-A table showing the factors affecting the low number of finished outputs of pupil AFigure 3-A graph showing an increase of finished tracing outputs of Pupil A after the intervention.

DISCUSSIONS

There was an increase in the number of finished outputs of Pupil A after the intervention. This means that the intervention was really effective. The focus and attention problem were addressed by making some flexible adjustments to the learning environment of the child.