Status of Special Education Program (SPED) of Public Schools in Selected Districts in the Division of Laguna

Abstract

This study aimed to determine the status of special education program of public schools in selected districts in the division of Laguna. The study focused on the teaching procedures, adapted equipment and materials, accessible settings and interventions used in teaching students with special needs. The study utilised Descriptive and Qualitative Research Design because it is the most appropriate method for the conduct of gathering and attaining the facts and figures needed. The study used one questionnaire for the teachers sought to determine for the first part their demographic profile in terms of Age, Gender, Civil Status, Educational Attainment, Training/Seminar Attended and Length of Service. The second part of the survey composed of questionnaires in terms of Teaching procedures, Adapted Equipment and Materials, Accessible Settings and Interventions. Findings revealed that the teacher-respondent's profile in terms of age, gender, civil status, educational attainment, seminar/training attended and length of service has no significant relationship in their self-evaluation in terms of teaching procedures, adapted equipment and materials, accessible settings and interventions. Personal interviews fromteacher-respondents were also conducted to know the problem encountered and challenges of teaching special education in the public school setting. Problems met such as a special education teacher's classes may have students with various disabilities. Since each student is a unique case, the teacher must modify their lessons to suit each disabled learner by providing individualised education programs. Some parents of special needs children are disinterested in the welfare of their children and fail to provide them with adequate care. Alternatively, they may be overly protective. Both can be problematic for the child and for their teacher and special education programs are facing increasing enrolment and decreasing budgets. The result is that there are fewer teacher assistants available, which results in a greater workload for special education teachers. They may also face shortages of essential resources and equipment for delivering effective lessons. The researcher recommended the following: The School Authorities should have regular training/seminars intended for the needs of SPED programs. Improvement of SPED facilities such as training and rehabilitation modalities through budget prioritisation is in need.