A CONCEPT PAPER

Influences and Problems on Teachers’ Perspective

Chapter 1- The Problem

Education of learners with special needs has come an extensive and lengthy way; it

can be in a method from special education (SPED) to integrated education and it as process

from integrated education to inclusive education. Despite the prop-up by a number of

guidelines, policies and programs from time to time to speed up the bound of all the efforts

made in this direction the regular schools with inclusive orientation face many barriers,

roadblocks and challenges. However, SPED is currently a topical subject that is widely

discussed and deliberated upon in the field of education, Philippines included. It has

invariably been referred to as part of the global education for all agenda as a new education

paradigm and as an educational reform goal to make our societies inclusive. The same is

accepted in Philippines; however, the aspect of education for all is not effectively

implemented despite of having policies and legal framework that advocate education for all

specially in the implementation of SPED classes. The education should enhance teachers who

teach children with learning disability and also create awareness in the society to accept

children with special educational needs. Therefore, there is a need to introduce

comprehensive special needs education in all teacher’s professional development-programs.

Teachers and administrators are perceived to be integral to the implementation of inclusive

education. They played a vital role in the successful implementation of inclusive education as

they are viewed as linchpins in the process of including students with disabilities into regular

classes.

Given all citations, it is very important to know the different challenges faced by the teachers

in handling classes in the SPED. Hence, this paper will address the issue of children with

learning disabilities by exploring the challenges and challenges faced by SPED teachers who

teach children with learning disability and how they try to overcome these challenges. There
have been many problems in teaching children with learning disability in any Local teachers

in most of the primary schools remains generally poor particularly in schools for children

with learning disability.

THEORETICAL FRAMEWORK

Mechanisms
Scientific or InterventionTheory
Management Classical Theory
Classical Theory

Interrelated Factors in SPED

Individual Differences

Influences
Problems
Problems

Mechanisms or Intervention

Proposed Program to
The scientific management theory and classical theory fitted in this study. In terms of
Enhance SPED
the implementation of SPED, it focused on improving the efficiency of each individual in the

organization. In terms of administration and supervision, teacher responsibilities regular

classroom teachers view the learner as a total person, assess the behavioral signs of
Influencesprovide varied activities for a wide range of individual differences,
disorders/difficulties,

provide a setting for, and expect achievement of the learner, provide strategies that help the

learner develop concepts meaningful to himself and provide first-hand challenges, obtain

assistance in the form of constructive consultation and specialized materials and equipment,

and confer regularly with the SPED teacher. In order to establish good SPED classes, SPED
coordinator plays a vital role. SPED coordinators shall maintain all school records for SPED

learners, assist in the recruitment of prospective learners and SPED teachers,

assist/initiate/organize training programs for SPED innovate programs and projects for both

learners and teachers, monitor/evaluate classroom instruction and related activities in SPED,

integrate and implement new and existing policies and guidelines of the SPED Program,

demonstrate leadership in resourcing appropriate educational facilities/instructional aids. The

concepts and ideas served as the guiding wisdom in the development of this concept paper in

which is reflected in the paradigm of this paper. The teacher conducted research to know

existing issues of the SPED and to what extent are these experienced by teachers in terms of

teachers; instruction support. SPED classes encountered by the teachers, the proposed action

plan in order to enhance the SPED on what would be provided.

STATEMENT OF THE PROBLEM

TITLE OF THE STUDY: Influences and Problems on Teachers’ Perspective

STATEMENT OF OBJECTIVES:

This concept paper is to determine the challenges of SPED teachers in teaching

children with learning disabilities. The empirical investigation is guided by the following

objectives:

(a) to see teachers’ challenges in teaching students with learning disabilities.

(b) to find out the approach and methods of teaching used by teachers when teaching children

enrolled in SPED; and

collaborate with special needs education teachers.

LIMITATIONS OF THE STUDY

Regular teachers and SPED teachers from different elementary schools are to be

interviewed. This paper will be conducted during the School Year 2022-2023. The researcher

will personally administer the interview among the target respondents. To be able to allow

collection of detailed information from the teachers about how they teach students with

learning disabilities and the challenges/influences or problems faced by teachers in schools,

interview method will be seen suitable.

An interview guide questionnaire will be utilized as the primary data gathering

instrument for this paper. The interview guide are designed by the researcher based on

readings of related literature and studies on concepts of challenges, problems and influences

of SPED. An interview are to be carried out with every teacher selected to participate in this

concept paper.

The time arranged for an interview are set to be approximately 25-30 minutes for

every teacher. The interview questions will be formulated on the basis of the main research

questions and sub-questions. The research questions were translated from English to Filipino

if necessary, and the medium of instruction in all SPED classes. For this reason, all

respondents that will be interviewed in Filipino for better communication between the

interviewer and the interviewee.

Special Education, as a descriptive term, covers an array of possible conditions,

ranging from learning disabilities and Attention Deficit Disorder to autism and deafness, and

on to severe intellectual and physical handicaps, many of which are, in turn, on continuums

of their own. How can districts best serve this particular population of learners? Identification

of children for special education services has long been associated with socio-economic

levels and ethnicity, a problem that districts must be aware of and attempt to ameliorate since

research shows placement in Special Education can have long-term implications for children

well into adulthood. Probably the most critical – and debated – question is that of inclusion.

Some argue that inclusion isn’t the best option for some categories, while others envision a

system of total inclusion in which all children are served in the regular classroom. Special

education students have special needs and how best to meet those needs in the general

education setting is a challenge, one that research demonstrates not all teachers are rising to.

Problems with the gap between documented best practices and what actually occurs in the

classroom are evident, as are issues with ability grouping which can undermine some of the

benefits such grouping provides.

DISCUSSIONS OF THE OBJECTIVES

prepare to teach. It is a fundamental assumption of strategic teaching and learning that what

we choose to teach in the classroom should be an interaction of what we know about the

variables of instruction, learning, achievement, and contextual factors. This assumption has

driven our quest as individuals and groups to develop an instructional framework (Jones et

al., 2017).

It also stressed out that the teacher’s contribution to the students on how they cope

with their learning disabilities is very important. This implies that teachers’ effort and skills

play a very important role in molding and shaping the learners’ abilities and potential in

school despite their difficulties. This implies that there are some SPED teachers who are

satisfied in teaching students with learning disabilities. In this belief, understanding learning

disabilities or challenges that may impede a student’s ability to learn is vital to providing the

best possible classroom environment. Students with learning disabilities are no less intelligent

than the average student and often require very simple accommodations to maximize their

learning experience.

Additionally, acceptance must be given value in handling SPED classes. Teachers and

parents discussed the consequences and other significances if the parents refused to accept

the learning disabilities of their children. There are still parents who never accept the
situation of their children with learning disabilities. This implies that even the school head

and other teacher extend support to the SPED program if parents refuse to accept the reality,

the ultimate goal of the SPED program would not probably realize. Moreover, it is very

important to consider the rights of the learners This was stressed out by Yusof and Ismail

(2020) that the acceptance of special needs children in private and public kindergartens is

under consideration and following the rules and regulations.

Also, despite the insufficient resources and other materials in teaching students with

disabilities, the teacher finds possible ways to teach them. The teacher has the ability to

modify some parts of the curriculum in the regular classes to fit the curriculum of the SPED

classes.

FINDINGS
 Based on some of the research findings, these are some of the notable themes and

challenges faced by the teachers in the implementation/ inclusion of SPED.

Given all the related challenges of the SPED teachers, it underscores in curriculum,

financial aspects, teachers’ competence, stakeholders’ participation and school heads’

management and supervision. This only proves that full participation among the members of

the school contributes to the attainment of the objectives of the SPED classes.
CONCLUSIONS

Based on the different research findings about the challenges and issues on the

inclusion of sped towards the teachers’ perspective, several conclusions were drawn. First,

most teachers teaching children with learning disabilities did not receive any special needs

education training from the school, they feel that they are not qualified to teach the children

with learning disability. Moreover, teachers assigned in SPED classes lack strategies in

dealing with learners with disabilities. Second, this study revealed that the classrooms for

children with learning disabilities in Division of Ilagan at large have poor learning

environment to support the SPED such as lack of budget, curriculum guide, Instructional

Materials (IMs) and even school facilities. Third, it could be concluded that placement of

learners with special needs in an inclusive classroom with ordinary learners is not enough

with no proper support. Fourth, learners with disability did not receive all the necessary

support and services for accessing the curriculum facilities. Fifth, stakeholders supports is

very minimal to support the needs of the students enrolled in SPED classes. On the other

hand, issues and problems were solved technically to sustain the positive working

environment among school heads, teachers and stakeholders.

RECOMMENDATIONS

In the light of the findings and conclusions drawn from the results of the different

researches, the Department of Education should continue strengthening the implementation

of SPED in different schools through the following recommendations. First, the Department

of Education Training and Development in collaboration with regional in service officers

should organize continuous professional development opportunities on inclusion strategies of

on instruction, collaboration, alternative forms of evaluation, classroom management, and

conflict resolution, and on how to adapt the curriculum. At the same time, the teachers’ initial

training programs should incorporate inclusive education components. Second, provisions of

human and material resources are also important for implementation of SPED needs. The

Department of Education should provide more adequate resources, equipment, and teaching

material for learners with diverse learning needs. Third, teachers handling SPED classes are

not trained in the area of Special Needs Education. Therefore, these teachers are failing to

support learners with learning disabilities adequately. The Department of Education should

recruit trained teachers, and those who are not trained should be trained through in-service

training. Fourth, proper placement of the students with learning disabilities shall be done. The

implementers of the SPED programs shall strictly adhere to the policies. Fifth, the strong

support of the stakeholders shall be encouraged by formulating active organization

spearheaded by the school head. Sixth, future research in this area should involve systematic

development work across a range of sites and settings, which also allows for the examination

of the impact of the innovations upon achievement.