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Perception between Regular and Sped teachers in Handling Children with Intellectual Disability:

Perception between Regular and Sped teachers in Handling Children with Intellectual Disability: Basis for a Specialized Training Program for Teachers. b y : Nely T. Gomez. CONTENTS::. Introduction. Statement of the Problem. Research Paradigm. Significance of The Study.

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Perception between Regular and Sped teachers in Handling Children with Intellectual Disability:

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  1. Perception between Regular and Sped teachers in Handling Children with Intellectual Disability: Basis for a Specialized Training Program for Teachers by : Nely T. Gomez

  2. CONTENTS:: • Introduction • Statement of the Problem • Research Paradigm • Significance of The Study • Scope and Delimitation • Research Design • Data Gathering Procedure • Statistical Treatment

  3. INTRODUCTION About 5% of the population is intellectual disabled, and most of these individuals fall into the mild range deficit category. Previously called mental retardation, an intellectual disability is a type of disability in which the patient has limitations involving her adaptive behavior, learning and problem solving. When a child has a significant delay in learning and this delay affects several areas of a child's development and is expected to continue for life, then professionals start to talk about a child having an intellectual disability.

  4. INTRODUCTION Over the last several decades, discussion regarding the most appropriate methods for educating children with disabilities has abounded. Thus, the researcher finds it imperative to conduct a study in order to find out the perception between regular and SPED teachers in handling students with intellectual disability which will serve as a basis for a specialized training program for teachers.

  5. STATEMENT OF THE PROBLEM • The researcher aims to determine the perception between regular and SPED teachers in handling children with intellectual disability which will serve as a basis for a specialized training program for teachers. • Specifically, the researchers will seek to answer the following questions: • 1. What is the demographic profile of the teacher-respondents in terms of: • a. gender • b. educational attainment • c. teaching experience • d. trainings and seminars attended on SPED

  6. STATEMENT OF THE PROBLEM 2.) What is the level of perception of regular and SPED teachers in accepting children with intellectual disability in regular classroom in terms of: a. cognitive development b. social development c. behavior development 3. Are there differences between the level of perceptions of regular and SPED teachers in handling children with intellectual disability in terms of: a. cognitive development b. social development c. behavior development

  7. STATEMENT OF THE PROBLEM 4. Based on the findings, what program can be recommended to improve the capabilities of teachers handling children with intellectual disability regular classroom. Null Hypothesis Based on the problems that the study aimed to answer, below is the null hypothesis that will be tested: 1. There are no differences between the level of perceptions of regular and SPED teachers in handling children with intellectual disability in terms of cognitive, social and behavior development.

  8. RESEARCH PARADIGM

  9. SIGNIFICANCE OF THE STUDY This study addresses the teachers’ capability in handling children with intellectual disability. Perception to both teachers in the regular and SPED program will then be correlated. Thus, results of this study are beneficial results to the following: Teachers Students School Future researcher

  10. SCOPE AND DELIMITATION This study will determine the perception between regular and SPED teachers in handling children with intellectual disability which will serve as a basis for a specialized training program for teachers. The study focus will focus on the level of perception of regular and SPED teachers in accepting children with intellectual disability in regular classroom in terms cognitive, social and behavior development.   The scope of this study will be delimited to the participation of teachers in 20 regular and 20 SPED teachers in Pembo Elementary School, Makati City.

  11. RESEARCH DESIGN The study will use descriptive method of research though comparative in nature and utilizing quantitative approach. As Shuttleworthas cited by Villanueva et. al, defined, the descriptive research design is a valid method for researching special subject and precursor to more quantitative studies. It is a scientific method which includes observing and describing of a subject without influencing it in any way. It compares the likeness and differences among phenomena to determine certain factors or circumstances which tend to accompany certain events, conditions and process.

  12. RESEARCH DESIGN Descriptive method is also called as statistical method. The main goal of this type of research is to describe the data and characteristics of what is being studied. The idea behind this type of research is to study frequency, average, and other statistical calculations. Descriptive research is mainly done when a researcher wants to gain a better understanding of a topic.

  13. DATA GATHERING PROCEDURE • The Instrument • A. The Questionnaire • The questionnaire will be the primary instrument of the study. This consists of two (2) parts: Part I aims to gather information on the profile of the respondents, Part II to determine the Level of Perception of regular teachers and SPED teachers in handling children with intellectual disability. • A Likert Scale of 4 choices will be included in the questionnaire where the respondents can choose their answers.

  14. DATA GATHERING PROCEDURE • Construction •      The questionnaire will be made by the researcher using reference materials related to the problem. After formulating the questionnaire, the researchers will approach their adviser to check the content and inconsistencies.

  15. DATA GATHERING PROCEDURE • Validation • Pre-test will be conducted to validate the questionnaire. These questionnaires will be given to respondents not included in the actual conduct of the study to determine the tools readability, sufficiency, simplicity, usability and if it requires further revision. Any inconsistencies that came during this process will be checked and necessary revisions will be done; then the researchers will make a final draft based on findings. The final draft will be submitted to the adviser for further correction and approval.

  16. DATA GATHERING PROCEDURE • Administration of the Questionnaire • The researcher will make the questionnaire possible by doing a letter for the teachers, which will be checked and noted by the researcher’s adviser for the content and inconsistencies. After that, questionnaire and letter will be brought to the principals of respective schools.

  17. STATISTICAL TREATMENT OF DATA The researcher will use the statistical tool to analyze the data. Furthermore, data was facilitated, analyzed and interpreted as gathered, using the following statistical treatments: The following statistical tools will be used to answer questions: Frequency Count Percentage Weighted Mean t-test

  18. TO END. . . The world declaration on Education for All (EFA) has given primacy for an expanded vision renewed commitment by providing basic education to all children, youth and adults.

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