Teaching Strategies and Functional Skills of Learners with Special Educational Needs

International Journal of Trend in Scientific Research and Development (IJTSRD)
Volume 6 Issue 7, November-December 2022 Available Online: www.ijtsrd.com e-ISSN: 2456 – 6470
@ IJTSRD | Unique Paper ID – IJTSRD52310 | Volume – 6 | Issue – 7 | November-December 2022 Page 271
Teaching Strategies and Functional Skills of
Learners with Special Educational Needs
Dr. Richie L. Labajo
Faculty of the Graduate School and the College of Education,
Cebu Technological University – Main Campus, Cebu City, Philippines
ABSTRACT
This study investigated the influence of teaching strategies in
developing the functional skills of Learners with Special Educational
Needs in the Division of Toledo City during the school year 2018-
2019 as a basis for the intervention plan. It utilized the descriptive
statistics to appropriately present, describe, analyze and infer the
responses of the respondent groups through survey questionnaires.
Fortunately, the researcher was able to get the total population of the
group respondents. There were 43 subjects and 13 respondents. Data
on the profile of the subjects and respondents were considered. The
distribution of the learners as to identify the functional skills and
strategies employed by the teachers in teaching functional skills to
Learners with Special Educational Needs were the main concern of
this study. Based on the findings, it is concluded that there is a need
for an intervention plan so the needs of the Learners with Special
educational Needs will be addressed. Though teachers already
employed various teaching strategies and interventions to stimulate
the development of the learners‟ critical and analytical thinking and
independent learning, but still there is a room for employing new
strategies and interventions to enrich the classroom instructions as the
teachers observed some difficulties on their learning process. The
world is changing and advancing day by day, so teachers need to be
technology savvies as well, in order to meet new global emerging
demands.
KEYWORDS: Intervention, Learners with Special Educational Needs,
Teaching Strategies, Functional Skills, Video Prompting, Video
Chunking, Video Modelling
How to cite this paper: Dr. Richie L.
Labajo "Teaching Strategies and
Functional Skills of Learners with
Special Educational Needs" Published in
International
Journal of Trend in
Scientific Research
and Development
(ijtsrd), ISSN:
2456-6470,
Volume-6 | Issue-7,
December 2022,
pp.271-304, URL:
www.ijtsrd.com/papers/ijtsrd52310.pdf
Copyright © 2022 by author (s) and
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1. THE PROBLEM AND ITS RESEARCH
DESIGN
INTRODUCTION
Presented in this chapter are the rationale and the
research design of the study. It includes the
background, purpose, literature review, scoring
procedure, statistical treatment, significance of the
study, and framework underpinning the study.
Rationale of the Study
The most essential educational concern and basic
long term goal of Learners with Special Educational
Needs around the world is focused on child‟s ability
to function on daily activities. Learners with Special
Educational Needs need to learn Functional
Academics that require them to perform skills based
on his/her needs to develop activities that will help
them become independent.
The need for Learners with Special Educational
Needs acquire functional skills is a trend in global
education today. The functional skills are tantamount
in developing independent learners in the natural
environment.
There are a lot of functional skills to be learned bythe
Learners with Special Educational Needs in the
various settings. It can be at home or outside the
typical and natural home venues. The skills that
promote independence which can be easily applied in
the daily living are expected to be maximized. In
contradiction, there should be a minimal restrictions
for those skills considered as less importance to the
life of the child‟s existence. This thinking led to the
development of various “life skills curricula”
programs.
IJTSRD52310

International Journal of Trend in Scientific Research and Development @ www.ijtsrd.com eISSN: 2456-6470
In the Philippines, educational services for children
who have intensive support needs (including, for
example augmentative communication systems,
mobility supports, and curriculum modifications)
were designed in the 20th
Century on the basis of a
medical model that argued that “different” learning
functional skills and goals meant that different
environments especially the daily living skills were
needed to teach them which was based by the idea
Baine, (2000) stated that “Functional Skills with high
importance commonly performed by students with
special needs always start at the natural home
setting”. Moreover, according to Bruner, 2012)
emphasized that “Performing functional skills with as
much as independence as possible can contribute to a
person‟s meaningful participation”. Special
Educators, researcher and families have recognized
the impact of exposure to do functional skills in the
same educational experiences offered to children with
special needs, and have learned how to provide
quality instruction and intervention which are
uniquely customized to maximize learning for
students, including those who need the most intensive
educational supports.
In the Division of Toledo City, for many years of
teaching the Learners with Special Educational
Needs, the proponent observed that the students had
the difficulty to do the skills given such fact that their
ages were beyond the normal high school. As
integrated during the class hours, the proponent
observed that it took a longer time with unsatisfying
outcome where the students performed the functional
skills which led him to initiate a study fitted to his
confusions and concerns. And to confirm the doubts
and to validate the observations, the proponent
conducted a survey home- based activity with the
presence of the parents, the mother to be particular
discuss about the functional skills of Learners with
Special Educational Needs.
The researcher chose to do the study for the reason
that in doing so, hopefully, it would help the students
be given an earlier intervention depending on the
level of disability and difficulty in developing the
children‟s functional skills.
The main goal of the study was to make and guide the
Learners with Special Educational Needs become
independent. In other words, the final target goal is to
prepare and make them to be useful and functional
regardless of their disabilities: emotional; intellectual;
or physical or a combination of two or more
disabilities. Independence and inter-dependence are
the highest goals for the students. To make it clearer,
these skills are considered as functional if the
outcomes support the students‟ independence. For
other Learners with Special Educational Needs, some
skills may be learning how to prepare food, clean the
house and communicate to people around him or her.
For others, the skills may be learning how to ride a
bus, buy in the supermarket or stroll in the park. This
research categorizes the functional skills like
academic functional skills, life skills, social skills and
even community based learning skills.
But, primarily, the daily life skills were the main
emphasis of this study as the most basic functional
skills that the students acquire in the first few years in
life in which these skills must be taught and be
learned in a concrete and visible interventions like the
Video Modeling, Video Prompting and Video
Chunking.
Theoretical-Conceptual Framework
Learning new things always start at home. In fact, all
begins to learn about the world around us through our
connections with other people. The earliest
instructions are with the parents and this time together
is the foundation of the development of functional
skills, cognitive and social communication skills
which help the individual to be independent as
possible. Through this, the latest enhancement in
basic education of Learners with Special Educational
Needs had been studied for functional skills, age
appropriateness and independence as emphasized by
Myreddi and Narayan (2008).
According to the principles of Baine (2010) stated
that there are 2 types of functional skills. First, the
skills frequently required in home, community,
school, vocational or other environment. Secondly,
skills with low frequency but with high importance
like attending a funeral and witnessing a wedding
ceremony which are occasionally happened. These
skills are best taught through the use of Video
Modeling, Video Prompting and Video Chunking.
This study also uses some principles of behavioural
approach in students‟ training of functional skills.
These principles include: specifying goals, task
analysis, teaching in step by step process especially
the video modelling technique. These acquired skills
would be necessary for independent living both inside
and outside the home.
According to Charlop-Christy (2005), functional
skills are carefully taught which must fit to the
children‟s level of disability. It must be concrete and
visible through the use of Video Modeling.
Furthermore, this research is anchored by the theory
of Sigafoos (2007) through the applications of Video
Chunking in which the Children with Special Needs
be given other mean of intervention especially those
who cannot view lengthy or whole video instead of

breaking them down into smaller steps. The objective
of the recent research extends the ideas of Sigafoos‟
Video Prompting as Children with Special Needs
which are expected in a group home setting. These
functional skills maximized independence, self-
direction and satisfaction in the daily living.
Figure 1 shows the flow of the study which was
commonly anchored by Charlop-Christy (2005),
Sigafoos (2007) and Collin & Heward( 2007) on how
to implement and to teach functional skills.
To perform the functional skills independently plays a
valuable and meaningful role in every life if Learners
with Special Educational Needs. The increase of
independence of Learners with Special Educational
Needs is identified to be the most essential goal and
ultimate endpoint in their daily lives. The learning of
functional skills to Learners with Special Educational
Needs which aimed that the independence should be
the top priority in their educational trainings.
The study was anchored on Charlop-Christy (2005) in
his Video Modeling Theory. Video Modeling is an
instructional intervention in which Learners with
Special Educational Needs watch a video clip with
someone who act out the step to show the target skills
and follow the tasks they have watched.
Figure 1.Schematic Presentation of Theoretical-Conceptual Framework of the Study
Furthermore, this study had another proponent based
on Video Prompting by Collins & Heward (2007).
Video Prompting slightly differs from Video
Modeling in which the whole target task was shown
orderly into short units or each step of the skills.
After, the Children with Special Needs performed the
step being viewed. He or she received a praise or cue
if he or she is ready to perform the next step before
moving on the next task.

The Video Chunking by Sigafoos (2005) was another
strategy to prove that the step by step process could
easily be attained and gained by the children.
There were forty-three (43) Learners with Special
Educational Needs catered in this study. The
demographic profile of each subject had identified:
name; age; gender; and disability.
In the first phase of the study, the researcher went to
the house of each student to personally solicit the
basic background and conduct a one-on-one interview
with the parents. In that time, the researcher identified
the functional skills with the use of checklist and a
questionnaire and a google form. After, the researcher
summarized the common functional skills difficult for
them or could do partially and needed a full
assistance which would be used as the main focus of
the study.
In order to identify the most effective and efficient
teaching strategy, the researcher identified first the
gaps based on the common functional skills.
Basically, the gaps of functional skills were: family
status; over-excitement; parents‟ denial; parents lack
of trust and support; laziness; lack of self-esteem; and
parents‟ negative mindset.
The next step was to identify the most effective and
efficient teaching strategy to teach the common
functional skills. The researcher chosen the Video
Modeling by Charlop-Christy (2005), Video
Prompting by Collins & Heward (2007) and Video
Chunking by Sigafools (2007) as interventions in
developing the functional skills of children with
special needs. These strategies made the Learners
with Special Educational Needs easier, faster and
better as to learn the functional skills.
According to the parents of the Learners with Special
Educational Needs, the researcher found out that the
Video Modeling and Video Chunking were very
effective strategies in teaching functional skills.
Though, not all activities in a particular skill were
excellently performed, at least by viewing from time
to time as those were needed for the children with
special needs was very accessible, comfortable and
convenient. They discovered that the strategies were
very interesting, exciting and fulfilling with their
experiences had applied and implemented in real life.
Since not all functional skills had been taught
effectively, the researcher proposed a training
program in which the Learners with Special
Educational Needs would be catered in a specific
period of time.
The proposed intervention plan‟s content were the
following: student‟s name; skill;activities; gaps;
intervention; mode of presentation; time frame;
persons involved; and evaluation measures together
with indicators of improvement.
THE PROBLEM
Statement of the Problem
This research assessed the influence of the teaching
strategies employed by the teachers in the
development of functional skills of Learners with
Special Educational Needs at Luray II National High
School, Toledo City for school year 2018-2019 basis
for an Intervention Plan.
Specifically, it seeks answers to the following
queries:
1. What is the demographic profile of respondents in
terms of:
1.1. Students:
1.1.1. age and gender
1.1.2. grade level
1.1.3. disabilities
1.1.3.1. Speech Impairment
1.1.3.2. Cerebral Palsy
1.1.3.3. Autism
1.1.3.4. Hearing Impairment
1.1.3.5. Learning Disability
1.1.3.6. Intellectual Disability
1.2. Teachers
1.2.1. age and gender
1.2.2. highest educational level
1.2.3. civil status
1.2.4. number of years in teaching Learners with
special Educational Needs
1.2.5. relevant trainings attended
2. What are the weaknesses and strengths in
teaching Learners with Special Educational Needs
as regards in terms of Functional Skills?
2.1. Dressing
2.2. Eating / Food Preparation
2.3. Grooming / Hygiene
2.4. Cleaning / Laundry
3. To what degree of utilization by the respondents
in terms of:
3.1. Video Chunking
3.2. Video Prompting
3.3. Video Modeling
4. Is there a significant mean gain between the
Functional Skills of Learners with Special
Educational Needs before and after the utilization
of the identified teaching strategies?
5. Based on the findings, what intervention plan
could be proposed?
Significance of the Study
This research is a significant attempt in the society
considering that Learners with Special Educational
Needs become independent and more functional in

the place where they live in. This study is also be
beneficial to Learners with Special Educational Needs
and Special Educator in intensive planning and
teaching implementation where both have to make
and gain effective learning experiences and outcome
within their classroom setting particularly in various
thoughts and ideas related to the use of efficient
teaching techniques and teaching strategies.
Through understanding, the educational concern and
target goal of Learners with Special Educational
Needs students and benefits of quality services were
achievable whom these Special Educators and
Learners with Special Educational Needs be assured
of a competitive advantages. Moreover, the parents of
Learners with Special Educational Needs will be
benefited in this study in which the students will be
given interventions and become more functional in
application the skills attained. Moreover, this research
greatly promotes and provides recommendations on
how to identify the functional skills and the strengths
and weaknesses, appropriate strategies and
intervention activities that may improve to the
performance of the students for the betterment in a
certain school as a whole.
Scope and Limitations of the Study
The researcher confined this study among 43
Learners with Special Educational needs as subjects
and 13 respondents composed of Special Education
Teachers in the Division of Toledo City. The
respondents were particularly tasked to implement the
strategies in developing functional skills to Learners
with Special Educational Needs.
RESEARCH METHODOLOGY
This chapter deals with the methodology of the study
according to the research design, subjects and
respondents, research environment, research
instrument, data gathering procedure, statistical
treatment of data and statement of hypothesis in the
Division of Toledo City for special education classes.
Research Method
The study of the strategies of teaching functional
skills of Learners with Special Educational Needs
utilized the descriptive-survey method by firstly,
identifying the basic background of the students,
determining their functional skills using the checklist,
identifying the demographic profile of teachers and
interviewing the parents, identifying the efficient and
effective teaching strategy; and implementing the
identified teaching strategy to the Learners with
Descriptive-survey method was the most effective
and appropriate method in finding out what
significant factors affect to the functional skills of
students with special needs.
Figure 2. Flow of the Study
In the first phase of the study, the researcher went to
the house of each student to personally solicit the
basic background and conduct a one-on-one interview
with the parents. In that time, the researcher identified
the functional skills with the use of checklist and a
questionnaire and a google form. After, the researcher
summarized the common functional skills difficult for
them or could do partially and needed a full
assistance which would be used as the main focus of
the study.
In order to identify the most effective and efficient
teaching strategy, the researcher identified first the
gaps based on the common functional skills.
Basically, the gaps of functional skills were: family
status; over-excitement; parents‟ denial; parents lack
of trust and support; laziness; lack of self-esteem; and
parents‟ negative mindset.
The next step was to identify the most effective and
efficient teaching strategy to teach the common
functional skills. The researcher chosen the Video
Modeling by Charlop-Christy (2005), Video
Prompting by Collins & Heward (2007) and Video
Chunking by Sigafools (2007) as interventions in
developing the functional skills of children with
special needs. These strategies made the Learners
with Special Educational Needs easier, faster and
better as to learn the functional skills.

According to the parents of the Learners with Special
Educational Needs, the researcher found out that the
Chunking were very effective strategies in teaching
functional skills. Though, not all activities in a
particular skill were excellently performed, at least by
viewing from time to time as those were needed for
the children with special needs was very accessible,
comfortable and convenient. They discovered that the
strategies were very interesting, exciting and fulfilling
with their experiences had applied and implemented
in real life.
Since not all functional skills had been taught
effectively, the researcher proposed a training
program in which the Learners with Special
Educational Needs would be catered in a specific
period of time.
The proposed intervention plan‟s content were the
following: student‟s name; skill;activities; gaps;
intervention; mode of presentation; time frame;
persons involved; and evaluation measures together
with indicators of improvement.
Subjects and Respondents
The researcher used the purposive sampling in
choosing the subjects of the study. The researcher
used the Learners with Special Educational Needs
with ages ranging from six (6) being the youngest to
thirty-six (36) as the oldest.
Table 1 Respondents and Subjects
Respondents/Subjects Frequency Percentage
Teachers (Respondents) 13 23.21
Subjects (Learners) 43 76.79
Total 56 100.00
Based on the table shown, the study of the subjects
were forty-three (43) Learners with Special
Educational Needs which included three 26 boys and
three 17 girls. . All of these students were educable.
They can easily response to their peers. Furthermore,
they have already experiences to work and mingle
with other people limitedly like other regular
students- and that depends on how they understand
and interpret the situations.
Furthermore, the respondents of the study were
thirteen (13) who come from different schools in the
Division of Toledo City. Two (2) of them were male
and the other eleven (11) female.
Accordingly, on the given data, there were thirteen
(13) chosen respondents in the study who were very
supportive and participative to gain and discover the
things and means to intervene and supplement the
needs of their students. Moreover, the researcher
found some encouragements and better feedbacks to
implement the study effectively and efficiently. The
respondents also gave positive encouragements, full
assistance and straight-forwarded guidance and
helped as much as they can to find great ways and
means for the development of functional skills both in
school, home and community.
Research Environment
The study was conducted in the Division of Toledo
City. Originally, South City Central School is the
main Special Education Center in the Division of
Toledo City. There were six Special Education
Programs: Luray II National High School, Bato
Elementary School, Matab-ang Elementary School,
Magdugo Elementary School, Don Andres
Elementary School, Old Bucao Elementary School,
and Biga Elementary School. The Special Education
Class in each school had only one teacher. The
teacher handled Multi-Grade students. Each school
was supervised by one (1) School Head with one (1)
Assistant School Head. The school provided equal
opportunities and privileges to the Learners with
Special Educational Needs preparing them to be
useful and functional in the actual community
participation, the implementation of mainstreaming as
well as inclusion who were ready to be in the regular
classroom setting.
Research Instruments
The researcher used the collective ideas of two
proponents: Baine (2010) and Bruner (2011). The
researcher had chosen and picked the most useful
skills from the two proponents and modified the
checklist to gather data pertinent to the research
information. The researcher carefully added and
changed the localized functional skills related to the
natural home setting. The following items on the
questionnaire were utilized, adopted and modified,
Baine (2010). The tools were answered by the
teachers as respondents and the Learner with Special
Educational Needs as the subjects of the study. These
were the questionnaires and checklists for functional
skills of students, respondents‟ profiles, and subjects‟
profiles. The items were extremely separated and
integrated as possible to suit the present study.
Primarily, these were evaluated by the Coordinator of
South City Central School- Special Education Center.
Moreover, to make it more reliable, these were pre-
validated by other elementary SPED teachers and
Regular teachers who were not the respondents of the
study to fit the level of the participants. Most
importantly, the checklists and the questionnaires
were carefully checked by the adviser for the final
validation and approval.
There were three phases of the study. The first phase
was answered by the thirteen (13) teachers. The

contents are the basic background and profile of the
subjects such as name, age, address, gender, and
disability. After, the respondents answered together
with the assistance of the parents about the checklist
prepared by the researcher. These were the items on
functional skills and each item was emphasized to be
the main focus. The following headings were
dressing, food preparation, grooming and hygiene,
and cleaning and laundry.
The contents of the checklist had three evaluation
options: (1) if the child can‟t do and requires full
assistance, (2) if the child can partially do and need
some help, (3) if the child can do independently and
does not require any help.
The researcher consolidated the results and focused
on functional skills with “Can‟t do. Requires Full
Assistance”. The main focus of the researcher was the
most numbered or most checked of functional skills
under the first option.
The second phase of the research was carefully
answered by the teachers as to identify their age,
gender, highest educational level, number of years in
teaching and relevant trainings and seminars attended.
The third phase was the interview session together
with the cooperation of the parents to supplement the
information collected. The questionnaires used was
based on Baine, (2011). However, there was a
modification of form of lists of the questions for more
understanding and meaningful gathering of
information.
Figure 3 Map of Toledo City
Data Gathering Procedure
In order to gather the data, the researcher provided a
letter of permission to conduct the study in the
Division of Toledo City which includes Luray II
National High School –Special Education Class,
South City Central School, Bato Elementary School,
Matab-ang Elementary School, Magdugo Elementary
School, DAS Elementary School, Old Bucao
Elementary School and Biga Elementary School.
Though, it was the former station where the

researcher taught, yet, the school head‟s permission
was very essential. Furthermore, a letter asking the
parent‟s consent to conduct this study was also sent.
There were three phases of the study. The first phase
was answered by the thirteen (13) teachers about
students‟ profiles which included the name, age,
gender, and disability. Still, the second phase of the
study was carefully answered by respondents to
identify their highest educational level, number of
years in teaching, and relevant trainings attended .
The third phase was the interview sessions together
with the cooperation of the parents to supplement the
information collected.
There were three (3) effective strategies used
integratively and collaboratively in this research:
Chunking. The three (3) interventions were applied
and implemented individually to the student with
special needs according to the degree and level of
needs. However, there were few who had the same
tool in their development process.
The researcher used three (3) effective and efficient
strategies interrelated to each other. In fact, each
strategy shown its various efficacy as it was used in
the implementation individually to the Learners with
Video Modeling was the primary instructional
intervention. For the students who had a mild
impairment or disability. It was easy for them to
perform the target goal using the video modeling. In
the modeling procedure, they had two options: the
video or the live modeling. In this way, the researcher
applied first the video and if the subject could not do
and follow the whole goals, the live modeling will be
practiced.
Moreover, the parents observed that in the middle of
the development, they could say that Video Modeling
had been the most established instructional tool and
provided beneficial effects to them especially if they
were not around.
Meanwhile, Video Prompting involved the children to
watch each step or task in the chain and given a time
to perform the step before advancing to the next task.
This was eventually what had happened to the three
subjects. Since they were in moderate to severe levels
and difficulty to understand sign languages or few
words spoken, the most suitable strategy for them was
the Video Prompting and Video Chunking. There
were indications that these strategies become more
effective for some children with special needs who
have difficulty watching lengthy videos which needed
to be chunked step by step. Furthermore, the children
with special needs using the VP and VC acquired
skills easily, minimized errors, and ensured correct
responding.
As the researcher interviewed the parents, concretely,
they found out that Video Prompting and Video
Chunking strategies were more useful for their
students with moderate and severe disabilities
because each child performed each step individually
and immediately and after viewing each step, he or
she had an opportunity to practice and receive
feedback before moving.
In general concept, both strategies contributed a big
help and assistance in the rehabilitation and
implementation of Learners with Special Educational
Needs.
Statement of Hypothesis
The study postulated the below null hypothesis to
assess the significant mean gain between the
functional skills of learners with special educational
needs before and after the utilization of the identified
strategies.
H0: There is no the significant mean gain between the
strategies.
Statistical Treatment
Both descriptive and inferential statistical tools were
applied to appropriately present, describe, analyze
and infer the collected data from the respondents
through survey questionnaires.
1. Frequency distribution was used to present and
describe the profile of the subjects (learners) in
table in terms of their age, gender, grade level and
disabilities. Percentages of each of the subjects‟
profile was calculated to describe them
quantitatively and generally.
2. Likewise, the same statistical tool at Item-1 was
utilized. Frequency distribution was used to
present and describe the profile of the respondents
(teachers) in table in terms of their age, gender,
highest educational level, civil status, number of
years in teaching learners with special educational
needs and relevant trainings or seminars attended
in the last five years. Percentages of each of the
respondents‟ profile was computed to describe
them quantitatively and generally.
3. Weighted mean was employed to summarize and
interpret the general weaknesses and strengths in
teaching learners with special educational needs
as regards to the identified functional skills. The
identified functional skills are dressing, eating or
food preparation, grooming or hygiene, and
cleaning or laundry.

4. Weighted mean was also applied to summarize
and interpret the general degree of utilization of
the identified teaching strategies. The identified
teaching strategies are video chunking, video
prompting and video modeling.
5. Lastly, t-test for correlated samples was
considered to gauge the significant mean gain
between the functional skills of learners with
special educational needs before and after the
utilization of the identified strategies.
Sampling
Getting the responses of the entire population is the
best way to obtain accurate results. But because of the
availability of the resources, like time and money, the
researcher will opt to have convenience sampling.
Convenience sampling is a sampling technique where
subjects are selected because of their convenient
accessibility and proximity to the researcher. It is fast,
inexpensive, easy and the subjects are readily
available. In this method, it involves getting
participants wherever you can find them and typically
wherever is convenient. All subjects are invited to
participate. The subjects are selected just because
they are easiest to recruit for the study.
Fortunately, the researcher gathered data from 43
learners as the subjects and 13 teachers as the
respondents.
Scoring Procedure
The three-point Likert Scale as shown below was
applied to categorically rate the weaknesses and
strengths in teaching learners with special educational
needs as regards to the identified functional skills.
Weight Range Interpretation
3
2.34 –
3.00
Can do independently. Does
not require any help
2
1.67 –
2.33
Can partially do. Needs some
help.
1
1.00 –
1.66
Can‟t do. Requires full
assistance.
Also, the four-point Likert Scale as shown below was
applied to categorically rate the degree of utilization
of the identified teaching strategies.
4 3.26 – 4.00 Always
3 2.51 – 3.25 Often
2 1.76 – 2.50 Sometimes
1 1.00 – 1.75 Not Used
DEFINITION OF TERMS
The following terms are conceptually and
operationally defined for better understanding in this
study:
Demographic Profile is a statistical data of a person
especially showing the average age, birth rank, and
other basic background.
Functional Skills was used to mean the daily living
skills like grooming and hygiene, cleaning and
laundry, eating and food preparation. Those skills of
students with special needs must be assessed and
intervened in order to live independently.
Improvements were the results after the
implementations of the study and it was used to
indicate that the study was successful.
Intervention Activities Plan refers to a design in
order to achieve the target goals. In addition, it was an
advance plan which was carefully design to gain and
reach the target behaviours in a specific period of
time.
Learners with Special Educational Needs refers to
those children with identified needs such as, health,
physical, emotional or social or mental health
conditions which require early intervention, special
education services, or other specialized supports.
Strategies are the interventions used in assessing the
development of functional skills which is
implemented individually to children with special
needs.
Strength are the functional skills whom the Children
with Special Needs able to do independently and he
or she doesn‟t need help.
Weakness are the functional skills whom the
Children with Special Needs cannot do independently
and requires a full assistance and is used as the basis
of the study.
2. REVIEW OF RELATED LITERATURE
This chapter deals with review of related literature.
The related ideas and concepts regarding the
functional skills, strategies, and demographic profile
have been reviewed. Furthermore, the assessment of
students with special needs; students with special
needs and role of parents in implementing the study
are also emphasized to make it more understandable
and realistic.
Related Literature
The growth of special education in the Philippines has
been given a relatively good support all these years
both by the government, non- government
organizations and stakeholders in response to the
needs and challenges of the times. The level of
awareness of both government and the private sector
in providing equal opportunities to
The Learners with special Educational Needs have
considerably increased.

In modern era, there a lot of Learners with Special
Educational Needs aim to make their lives as
convenient and comfortable as they wanted to by
means of living independently.
Nowadays, they want to learn functional skills so that
in the coming days, they are no longer dependent to
other people surround them. Through learning those
skills, they can apply into the real society, real
environment, real outlet, and real world where they
are concretely living. The natural home setting is the
primary source of all learnings. From there, the
Children with Special Needs start to explore
functional skills which are available at home. The
acquisition of skills depend on what kind of
interventions or services fitted to the levels of needs.
To perform the functional skills independently plays a
valuable and meaningful role in every life if Learners
with Special Educational Needs. The increase of
independence of Learners with Special Educational
Needs is identified to be the most essential goal and
ultimate endpoint in their daily lives. The learning of
functional skills to Learners with Special Educational
Needs which aimed that the independence should be
the top priority in their educational trainings.
Legal Basis of Special Education in the Philippines
One positive development in special education is the
implementation of Republic Act 7277, other known
as Magna Carta for disabled Persons., an Act
providing for the rehabilitations, self-development
and self-reliance of disabled persons and their
integration into the mainstream of society in support
of this legislation, the Department of Education has
directed all school divisions in the country to
establish Special Education Centers to help provide
effectively delivery of special education services
nationwide. Although special education in the country
started 94 years ago, in many respects, the demands
and needs if this program have not changed. The
advent of the 21st
century requires new perspectives
and directions in special education to meet the needs
of the disadvantaged learners against the persistent
challenges and demands of the new millennium.
Equal opportunity assurance of quality education to
all regardless of their assessed needs will be fully
met. Placing a handicapped in a normal setting is only
the first step to integration.
Commonwealth Act No. 32303, a provision in 1935.
In this Act for the care and protection of disabled
children. Articles 356 and 259 of the civil code of the
Philippines mention “ the right of every child to live
in an atmosphere conclusive to his physical,moral and
intellectual development “, and the concomitant duty
of the government to promote full growth of the
faculties of every child.”
The declaration of the Rights of the Child has been
the declaration adopted by the united Nations General
Assembly in 1959. Affirmed mankind owes to the
child the best it has to give. One of the principles
concerned with the education of children with special
needs.
Republic Act Nos. 3562 and 5250 is the Act
providing the teachers, administrators and supervisors
of special education should be trained by the
Department of Education and impoverished.
Presidential Decree No. 663 is focused on the Child
and youth Welfare Code.. Article 3 Rights of the
Child. Equally important is Article 74 which provides
for the creation of special classes. The Article reads: “
Where needs warrant, there shall be at least one
special class in every province, and if possible,
special schools for the physical handicapped, the
mentally retarded, the emotionally–disturbed and the
special gifted.
The ultimate goal of special education shall be the
integration or mainstreaming of Learners with Special
Educational Needs into the regular school system and
eventually in the whole community. Special
Education shall aim to develop the maximum
potential of the learners to enable him to become self-
reliant and shall be geared towards providing him
with the opportunities for a full and happy life.
The specific objectives of special education shall be
the development and maximization of learning
competencies, as well as the inculcation of values to
make the learners be useful and functional member of
the society.
Effective Strategies in Teaching Functional Skills
According to the principles of Baine (2010) stated
that there are 2 types of functional skills. First, the
skills frequently required in home, community,
school, vocational or other environment. Secondly,
skills with low frequency but with high importance
like attending a funeral and witnessing a wedding
ceremony which are occasionally happened.
However, in this study, primarily, functional skills in
homes are strongly emphasized where in it will be
expected to perform by the students with special
needs. The integration of Bruner and Baine‟s
functional skills attack the ideas as to how to live
independently in accordance to its acquired tasks in
the middle of the study.
The study was anchored byCharlop-Christy (2005) in
his Video Modeling Theory. Video Modeling is an
instructional intervention in which Children with
Special Needs watch a video clip with someone who
act out the step to show the target skills and follow
the tasks they have watched. The functional skills are

carefully taught which must fit to the children‟s level
of disability. It must be concrete and visible through
the use of Video Modeling.
Furthermore, this study had another proponent based
on Video Prompting by Collins & Heward (2007).
Video Prompting slightly differs from Video
Modeling in which the whole target task was shown
orderly into short units or each step of the skills.
After, the Learners with Special Educational Needs
performed the step being viewed. He or she received
a praise or cue if he or she is ready to perform the
next step before moving on the next task.
The Video Chunking by Sigafoos (2005) was another
strategy to prove that the step by step process could
easily be attained and gained by the children.
Training on Functional Skills
Functional skills training have become a major
priority for Special Education specializing in the field
of different disabilities and levels of needs. It
maximizes the children‟s independency, self-
direction, and satisfaction in everydayto both school,
home, and community. Skills are likely to be required
in the future environment and also important for
independent living. As explained by Gianreco, et.al,
(2000), there are three categories of functional skills:
first is Cross environmental activities; second is the
environment specific activities, and lastly, sensory
learning skills. Cross environment activities includes:
socialization, communication, personal management,
leisure and applied academic. Environment specific
activities include: activities performed in home,
school, and community and vocations. Sensory
learning skills include visual, auditory, tactile and
gustatory.
Social skills are most frequently thought of as a set of
skills that allows us to exchange a few words and
relate and socialize with others. Social skills include
comprise of both verbal and non-verbal forms of
communication (Cahron, 2003).
Wilkinson and Canter, (2002) developed the Social
Skills training Manual. Which enlists some social
behaviours, such as, greeting behaviours including
hands shaking; bowing in front of the persons;
smiling genuinely and happily; putting hands or
palms in one‟s face; kissing on person‟s cheeks;
hugging tightly depending on the closeness; saying
“Hi” or “Hello”. Social behaviour during
conversation such as: standing or sitting on an
appropriate to look into the eyes of other persons
during; eye-contact (in some cultures is it appropriate
to look into the eyes of other persons during the
discussion- in other cultures this behaviour is
unacceptable.
National Institute for mentally handicapped (NIMH),
India, (2006), has specialized functional skills
training program for Children with Special Needs:
“Toward Independence Series 1-6”. This training
manual includes the areas of: self-care skills,
communication-interactive skills, social awareness
skills, psychomotor skills and academic skills. A
checklist for pre-primary age children is given along
with the curriculum for training. For each task, a task
analysis is made and steps for training are given.
Suggestions for extending training in home and
community situations are also given.
Connor (2008) developed a training program for
Learners with Special Educational Needs -entitled:
“Moving Ahead”. The manual has five parts discusses
cerebral palsy and how it affects the whole
development of the child. It also describes the early
development of the normal child. In particular, this
part stresses the inter-relationships of all aspects of
the child‟s development and should be seen by the
caregiver as an unified holistic sequence. Second part,
explains how we can achieve and sets the groundwork
for their actual implementation. The Conducive
Education as prefere4d by the manual approach is
used for training. Third part of the manual deals with
setting goals and takes the child step through the
implementation process. It also spells out how the
caregivers can structure the day for the child. Fourth
deals with the task series. The task series presented in
the manual are basic, and on the whole are common
to the most children with motor disorder.
The fifth part deals with how to tackle the certain
problems, which may arise, during the training.
Although two children are not same but their
functional requirement are the same. Information
regarding special furniture and other teaching aids,
songs, and games have also provided in the manual.
The training program material activities and teaching
methods is suggested in NIMH, Wilkinson, Canter
and Connor were used for functional skills training of
the children in this study.
Methods for the Training of Functional Skills
Behavioural Approach is based on the behaviour
modification and applied behaviour analysis. This
study uses some principles of behavioural approach in
children‟s training of functional skills. These
principles include: specifying goals, task analysis,
teaching in small steps, rewards, chaining, prompting,
etc.. Behavioral approach is the best for training the
functional skills of children with intellectual disability
(Baine, 2000. Some important principles of this
approach are referred below:
Prompting is a technique used to help the Children
with Special Needs to get a correct response. It is a

technique of feedbacking reinforcements to guide
children to learn a specific skills (Peshawaria and
Venkatesan, 2002). Prompt is a guide to facilitate and
help a child complete target behaviour in a most
desirable style (Baine, 2000). For example: if a child
is unable to eat food himself, his father or mother
may help him/her in eating food by giving appropriate
prompt. There are many types of prompts: verbal,
physical, modelling, and positional prompts are a few.
A verbal cue to help the child to perform required
behaviour. It is also called additional instructions. For
example, you say- “What is this?”. Then you answer-
“glass” and then the child says “glass”. Clueing helps
to perform behaviour with onlyverbal or gesture hints
such as “open”, “look”. For example, a child can be
taught the name of vegetables through picture, after
showing the other picture of vegetables, the teacher
may help the child by saying, “potato”.
Fading is a process of gradually reducing the strength
of the prompt in which the Children with Special
Needs learn to perform the skill, the conditional
prompt is slowly faded. For example, ifa child learns
how to eat food, slowly mother reduces assistance
and let the child to eat independently.
Shaping refers to developing behaviour in each
children with special need. This is measured through
successive approximations of behaviours are
rewarded to achieve desired behaviour. In shaping
approximation of actual behaviour is also awarded. If
a child tries to perform a part of taught behaviour,
he/she is rewarded. For example, parent ask the child
to hold the glass and if the child brings his/her hand
closer to the glass, the child is rewarded by the
parents saying, “Good boy”. Shaping is used when
desire objective is too large or complicated and child
to unable to perform simply (Baine, 2000).
Modeling is a visual prompt and a method of
teaching by demonstration. In this method,
teachers/parents provide model of target behaviour
and then ask the child to imitate the modelled
behaviour. For example, if a child is unable to open
button, mother demonstrates how to open the button
then let the child to imitate to open the button
(Peshawaria and Venaktesan, 2002).
Chaining refers toa sequence of steps, which help to
perform a behaviour. Every skill which is to be taught
should be broken down into smaller segments, which
is called task analysis. Linking different steps of the
task is called chaining. For example, if a child with
Special Needs wants to learn how to bath. The mother
breaks the activity into steps. For example, in the first
step, mother trains the child how to open the tap.
Then train him/her how to apply soap on body, etc..
The chain steps can be taught by using different
ways: 10 Forward Chaining: Instructions continue at
the completion of chain steps, and 2) reverse
Chaining: When the last step is taught first and the
first at the end.
Reward refers to the situation which happens after a
task occur again in future is called “reward”
(Pshawaria and Venkatesan, 2002. P. 76. For
example, if a child performs a desire task, mother
says, “Excellent” or gives him/her a sweet. This is
called as reward. Reward is something which a child
likes. There are many types of rewards used in
training of children with intellectual disabilitysuch as
1) primary rewards which includes tea, ice cream,
chips, etc., 2) Material rewards includes flowers, ball,
dolls, etc., 3) social rewards: smile, praise, etc., 4)
activity rewards includes playing games, watching
TV, going out for a picnic, etc., and token reward
includes good remarks on paper or copy, giving a
star, etc..
Role of Teachers in Teaching Special Education
The directive principle to guide state policy Article 45
states that "free and compulsory education should be
provided for all children until they complete the age
of 14". The 93rd amendment to the Indian
Constitution passed in December 2001, confirms the
Government‟s commitment to (EFA) or Education for
All. The preamble explicitly states that this includes
children with disabilities. The act provides
significance to early childhood care and education
and apt intervention for children with special needs.
The positive factor is the change combined in the
Education Act by including a relevant clause which
explains that "ALL" includes children with
disabilities. The objective of SSA is to bring all
children between 6-14 years in the net of 1-8
elementary, free and compulsory education, keep
them in school till they complete the eight year cycle
and see that they attain standards of a specified
quality. SSA framework clearly states that "SSA will
ensure that every child with special needs,
irrespective of the kind, category and degree of
disability, is provided education in an appropriate
environment. SSA will adopt zero rejection policy so
that no child is left out of the education system. It will
also support a wide range of approaches, options and
strategies for education of children with special
needs."
The Philippines is a participant to the 1990 United
Nations World Declaration on Education for All,
(EFA) which reiterated the rights of all children
comprising of children with special needs to access
education in regular school settings and to the Biwako
Millenium Framework for Action towards an
inclusive, barrier free and rights based society for

persons with disability, the Declaration on the Full
Participation and equality of People with Disabilities
in the Asia Pacific Region. India also contributes to
the philosophy of the 1993, UN Standard Rules on the
Equalization of Opportunities for Persons with
Disabilities and the Salamanca Statement and Frame
work For Action (1994). This is possibly set out in
brief terms for the first time the concept of inclusive
education and as one needing global consensus and
urged all "governments to adopt as a matter of law
and policy the principle of inclusive education and
emphasized that " children with special needs must
have access to regular schools ". The Normalization
Principle of Wolfensberger had placed focus on the
person with disability and a well-known quote in this
context is "change the environment to suit the child
not the child to suit the environment".
Over the years, the concept of inclusive education has
replaced the term integrated and Special education.
Inclusion is not confined to the disabled. It also
means non exclusion (NCF-2005). It refers to an
education system that accommodates all children
regardless of their physical, intellectual, social
emotional, linguistic or other conditions. Inclusive
education is about embracing all (NCF-2005). An
inclusive class may have amongst others, differently
abled children or gifted children, street or working
children, children from remote or nomadic
populations, children belonging to ethnic, linguistic or
cultural minorities or children from other
disadvantaged or marginalised groups. The national
curriculum framework for school education (NCFSE)
(2000), carried out by the NCERT, suggested
inclusive school for all without exact reference to
pupil with special education needs as a way of
providing quality education to all learners.
The Draft of Inclusive Education Scheme, MHRD,
(2003) "Inclusive Education means all learners,
young people-with or without disabilities being able
to learn together in ordinary preschool provisions,
schools, and community educational settings with
appropriate network of support service.".
National Curriculum Framework (2005) policy of
inclusion needs to be implemented in all schools and
throughout in our education system. The involvement
of all children needs to be made sure in all domains of
their life in and outside the school. Schools need to
become center that prepare children for life and
ensure that all children, especially the differently able
children from marginalized sections, and children in
difficult circumstances get the maximum benefit of
this critical area of education (NCF 2005, P85)
Kugelmass, (2004) Inclusive education means
including differently abled children in regular
classrooms that have been designed for normal
children. It refers to an education system that
accommodates all children regardless of their
physical, intellectual, social, emotional, linguistic or
other conditions.
In overall terms, Inclusive Education implies four key
elements: UNESCO 2006, it is essentially a process
of looking for the most appropriate ways of
responding to diversity as well as trying to learn how
to learn from the differences; it is linked to
stimulating, through multiple strategies, the creativity
and the capacity of addressing and resolving
problems by students; it comprises the right of the
child to attend school, express his/her opinion, have
quality learning experiences and attain valuable
learning outcomes; and it implies the moral
responsibility of prioritizing those students who are at
risk of being marginalized and excluded from the
school, and of obtaining low learning outcomes.
Teachers Role in Inclusive Education
Mastropieri & Scruggs, (2010), teachers play a
pivotal role in mainstreaming inclusive education.
The literature on inclusive education is undisputed
about no matter how excellent the educational
infrastructure might be, how well articulated
educational policy might be, how well resourced a
program might be, effective inclusion does not take
place until regular classroom teachers deliver relevant
and meaningful instruction to students with
disabilities.
The teacher has to provide high quality, holistic
support and focused involvement with the children
with special needs based on a joint perspective,
mutual understanding and networking. Teachers with
the support of the principal of school, colleagues,
special educators and parents should develop
effective ways of overcoming barriers to learning and
supporting effective teaching through observing the
quality of teaching and standards of pupils‟
achievement and by setting targets for enhancement.
Teacher works as a catalyst between the principal of
the school and children with special needs and their
parents. It is the teacher who sees new and innovative
ways in order to fulfill the educational, social and
emotional need of child with special needs. Whatever
may be the type of resource room the teacher with her
commitment, skill and knowledge can redesign it into
useful, creative and interesting. One of the main roles
is to support the teacher in meeting the needs of
children with special needs.
Willms et al, (2002) what appears clearly from the
research is that inclusive education results from the
leadership of teachers in the classroom. Child
development research also confirms the centrality of

the teacher‟s role and of environments that are rich
with opportunities to learn .Sincere and responsive
teachers who are dedicated to the inclusion of learners
in stimulating learning environments are key to
securing not only access to the classroom, but a
quality of education that results in positive
progressive outcomes. When teachers possess
knowledge, classroom supports, leadership and
support from their school administrators and the
broader education system, an inclusive approach to
quality education for all learners can take root in
regular classrooms and schools.
The key responsibilities of a teacher for inclusive
education are as follows: overseeing the day to day
operation of the scheme IEDSS in particular and
inclusive education in general; and coordinating the
provision of support services for children with special
needs.
Regular liasioning and seeking advice from fellow
special educators in regard to the education of child
with special needs: Liasioning with other special
educators‟ of other schools for updating the
information and knowledge; keep constant liasioning
with different Non-Government organisation working
in this field for aiding support services for child with
special needs; maintain the database of child with
special needs; develop the assessment portfolio of
child with special needs; prepare a list of required
materials and equipment before the beginning of the
session; Organize continuous, periodic and regular
parent meeting; and ensuring that a child with special
needs joins in the activities of the school together
with other pupils.
Teachers Role in the Changing Scenario
Hyam, (2004) the role of educators in changing
environment is also required to change, if there is to
be a smooth transition from mainstream education to
inclusive education. Change will not yield the desired
results, if those who implement it are resistant or are
not committed. Educators must see the value of the
change and be prepared to embrace this change. They
may need to acquire new skills and reject some of
their beliefs and practices. This implies taking risks
and facing challenges. Educators are required to
reconsider their roles, construct new knowledge and
learn new skills to equip themselves for the change.
The inclusion of differently abled students in regular
education classrooms requires regular school teachers
to upgrade their skills in-order to respond to the new
challenges provided by their changing roles and
responsibilities. These teachers are now expected to
address problems and provide solutions or facilitate
solutions to challenges posed by special needs
students who may vary in their skill levels. They are
now required to undertake initial screening of
students who are at risk, adapt instruction to make
them responsive to special needs students, contribute
in Individualized Education Program (IEP) meetings,
work collaboratively with parents and other
professionals and use technology to assist students
overcome their shortfalls.
Kochhar and West (1996) laid stress that, in inclusive
education classrooms regular school teachers are
required to teach „content‟ differently. It must be
integrative, flexible and interdisciplinary. In contrast
to traditional, teacher centred instructional approaches
in which the teacher stands in front of the classroom
and delivers lectures to the entire class; in the
inclusive classroom the focus shifts from teaching to
learning. Teachers are now required to create
situations in which student‟s learning is maximized.
The regular classroom teacher is now viewed
primarily as a "thoughtful professional", one who is
able to understand the relationship between teaching
and learning as well as develop the cognitive
functioning of the differently abled students. He
asserts that a regular school teacher needs to be a
professional diagnostician, a decision maker and an
instructional manager in order to deal effectively with
the challenges posed by exceptional/gifted learners.
He further says that this professional should be in the
best position to help these students in working with
the group, to follow routines and to follow the
accepted standards of group behavior. It can be seen
that the roles and responsibilities of regular school
teachers has now been comprehensive after the
introduction of inclusive education programs. It now
includes the responsibility of meeting the needs of the
differently abled students in addition to meeting the
needs of their normal peers. It is therefore vital that
regular school teachers have the appropriate
knowledge, skills and attitudes to fulfill their new
roles and responsibilities.
Role of Parents in Training of Children with
Special Needs
The parents portray an essential part of assessment
and evaluation of Children with Special Needs. They
have many involvements especially to the processes
where in it is related to the development and
evaluation of the children. Moreover, the parents have
enough knowledge and detailed information that can
easily determine the signs and symptoms of the actual
needs. In fact, they can give various basic background
development of functional skills of their children.
Furthermore, parents also shares collective ideas and
observations of the performance of the Children with
Special Needs. There are some initial indoor meetings
with parents conducted to discuss the assessment

results and findings which guide to develop the
management/teaching plan. To fully understand the
implementation of the management/teaching plan, the
cooperation and participation of parents are very
helpful.
In the educational services of Children with Special
Needs, the parents are the main source to identify the
behaviours of the daily living and they can be there at
all times as long as their interests meet the needs of
the children. The constitutional law (Public Law 94-
142, the "Education For All Handicapped Children
Act") indicates the concern and value of parent
especially the development of the Individual
Education Program (IEP)of Children with Special
Needs. Several researches available which show not
only the better outcome of parents‟ participation in
early intervention program and home learning
environment but also in other outreach training
programs for children (Newman, 2005).
Keeping in touch about this view, it recommends that
it is necessary to provide some training programs and
parents should be engaged and encouraged to
participate and cooperate in the quality education of
their Children with Special Needs.Parents‟
cooperation and participation in the basic educational
target goals of their Children with Special Needs
provides an enhancement in child‟s outcome (Karnes
and Taska, 2005). According to Bruner (2005)
parents are the key teachers where in the learnings are
originally come from them aside from the parents,
socializing agents where they help to initiate a
conversation to family members and to the people
around them living in the same society and caregivers
for their children who are always there especially
about the health conditions are concerned during
early years. James (2006) highlighted the role of
parents of Children with Special Needs as they are
well aware and well oriented of many well-rounded
and informative ideas of their children‟s current
situations. Drew (2002) advocacy that parents‟
involvement is very necessary in each stage of
intervention.
Reasons for Involving Parents
There are a number of reasons for involving parents
in assessment and education of their children with
intellectual disability. These are summarized below:
Learning skills with the use of games is highly
recommended for Children with Special Needs.
Parents are the best players to play different games
with them.
External reinforcements are the positive starters of
desired behaviour and parents of children with
Special Needs are the most responsible giver in their
daily living.
Parents are always keeping in touch with health
workers and other professionals working in Basic
Health Units (BHU) in rural areas for health proper
guidance and supports and services they can offer for
their Children with Special Needs.
In this study, parents were involved at every single
stage of program development and implementation.
Parents were provided training in behavioural
approach and techniques which they used in teaching
their children.
The Importance of Assessment
In the real world of Special Education, the assessment
of the Children with Special Needs is the most critical
and absolutely essential to identify the ability and
levels of either academic skills, social communication
skills, functional skills or even the motor skills. The
Children with Special Needs determine its strengths,
weaknesses and progress where in these people have
the huge responsibility to the obligations given by
them and they are the parents, teachers, specialist and
counselors who are in one way or another collaborate
to each other just to identify the multiple assessments.
Assessments basically often include different
prepared tests, this can be either standardized or
criterion-referenced. These are the tests which
includes experiential and real observations whom an
educator or teacher carefully write while the Children
with Special Needs work on given tasks from simple
to complex. Consequently, various assessments that
are compulsory required to the different Special
Education centers which help the specialists
recognize the child whether he or she needs for
educational services. And if it happens, the next move
is to identify to what types of educational services
which will suit in order to support a child‟s
developmental interventions.
There are most basic assessments in Special
Education which includes the following:
Individual Intelligence Tests is the test used for a
man to man assessment. This means that the child
is asked for personal test relating only to herself or
himself.
Wechsler Intelligence Scale is a test administered by
a School Psychologists for which commonly evaluate
a child‟s intellectual ability in a different of aspects in
life.
Group Intelligence Test is a test administered bythe
general education classroom. This kind of test initiate
the idea that the child might have learning disability.
Moreover, the test has two purposes, to measure the
the academic performance and to check the child‟s
cognitive level.

3. PRESENTATION, ANALYSIS AND
PRESENTATION OF DATA
This chapter contains the presentation, analyses and
interpretation of the data gathered from the responses
of the respondents in five distinct parts.
Part I shows the profile of the subjects, the learners.
The profile of the learners in terms of their age,
gender, grade level and disabilities are presented on
this section.
Part II shows the profile of the respondents, the
teachers. The profile of the respondents in terms of
their age, gender, highest educational level, civil
status, number of years in teaching learners with
special educational needs and relevant trainings or
seminars attended in the last five years are presented
on this section.
Part III shows the weaknesses and strengths in
teaching learners with special educational needs as
regards to the identified functional skills. The
identified functional skills are dressing, eating or food
preparation, grooming or hygiene, and cleaning or
laundry.
Part IV shows the degree of utilization of the
identified teaching strategies. The identified teaching
strategies are video chunking, video prompting and
video modeling.
Part V shows the significant mean gain between the
strategies.
Part I PROFILE OF THE SUBJECTS
This part of the chapter gives the profile of the
respondents as to their age, gender, educational
attainment, number of years in teaching, number of
years in teaching students with disabilities and
seminars/trainings attended related to special
education.
Table 2 Age Profile of the Subjects
Age Level Frequency Percentage
6 to 8 6 13.95
9 to 11 6 13.95
12 to 19 24 55.81
20 to 35 7 16.28
Total 43 100.00
Table 2 displays the age profile of the subjects. As
reflected, 24 or 55.81 percent which is most of the
subjects belonged to the age level within 12 to 19
years old with a frequency of 24 or at 55.81 percent.
This is followed by age level within 20 to 35 which is
at a frequency of 7 or 16.28 percent. Completing the
distribution are age levels within 6 to 8 and 9 to 11 at
a frequency of 6 or at 13.95 percent.
According by Erik Erikson on his Eight Stages of
Psychosocial Development, age level between 12 to
20 is the adolescence stage. Supposedly, during this
stage, adolescents search for a sense of self and
personal identity, through an intense exploration of
personal values, beliefs, and goals. During
adolescence, the transition from childhood to
adulthood is most important. Children are becoming
more independent, and begin to look at the future in
terms of career, relationships, families, housing, etc.
The individual wants to belong to a society and fit in.
This is a major stage of development where the child
has to learn the roles he will occupy as an adult. It is
during this stage that the adolescent will re-examine
his identity and try to find out exactly who he or she
is. Erikson suggests that two identities are involved:
the sexual and the occupational.
According to Bee (1992), what should happen at the
end of this stage is “a reintegrated sense of self, of
what one wants to do or be, and of one‟s appropriate
sex role”. During this stage the body image of the
adolescent changes.
Erikson claims that the adolescent may feel
uncomfortable about their body for a while until they
can adapt and “grow into” the changes. Success in
this stage will lead to the virtue of fidelity. Fidelity
involves being able to commit one's self to others on
the basis of accepting others, even when there may be
ideological differences.
During this period, they explore possibilities and
begin to form their own identity based upon the
outcome of their explorations. Failure to establish a
sense of identity within society ("I don‟t know what I
want to be when I grow up") can lead to role
confusion. Role confusion involves the individual not
being sure about themselves or their place in society.
In response to role confusion or identity crisis, an
adolescent may begin to experiment with different
lifestyles (e.g., work, education or political activities).
Also pressuring someone into an identitycan result in
rebellion in the form of establishing a negative
identity, and in addition to this feeling of
unhappiness.
However, the subjects have developmental delay.
With this, their physical and mental development
have not been developed as expected on their age
level.
Table 3 Gender Profile of the Subjects
Rank Gender Frequency Percentage
2 Female 17 39.53
1 Male 26 60.47
Total 43 100.00

Table 3 presents the gender profile of the subjects.
Male dominates at a frequency of 26 or at 60.47
percent. The female has a frequency of 17 or at 39.53
percent.
This supports the research and review of Mohamad
Qasim Abdullah (2018) entitled: “Gender Difference
in Learning Disabled Children Neuropsychological
Review”, about two-thirds of school-age students
identified with learning disabilities are males. The
research on learning disabilities purported that the
ratio of boys to girls with learning disabilities was
between 5:1.
This finding also supports the study of Veena Kumari
and Sayid Barkiya (2016) entitled: “Children with
Poor School Performance for Specific Learning
Disability”, they found that learning disability was
more common in boys.
Table 4 Grade Level Profile of the Subjects
Grade Level Frequency Percentage
Kindergarten 2 4.65
Level 1 (Non-Graded) 3 6.98
Level 2 (Non-Graded) 5 11.63
Playgroup (Non-Graded) 2 4.65
Grade 1 7 16.28
Grade 2 7 16.28
Grade 3 4 9.30
Grade 5 2 4.65
Grade 6 3 6.98
Grade 7 1 2.33
Grade 8 1 2.33
Grade 9 5 11.63
Grade 10 1 2.33
Total 43 100.00
Table 4 presents the grade level profile of the
subjects. Grade 1 and 2 have the same frequency of 7
or 16.28 percent. This is followed by Grade 9 and
Level 2 (Non-Graded) with a frequency of 5 or 11.63
percent. Next in rank is Grade 3 having a frequency
of 4 or 9.30 percent. Grade 6 and Level 1 (Non-
Graded) have the same frequency of 3 or 6.98
percent. Kindergarten and Playgroup (Non-Graded)
have the same frequency of 2 or 4.65 percent.
Completing the profile are Grade 7, Grade 8 and
Grade 10 with a frequency of 1 or 2.33 percent.
With respect to the age profile of the subjects, the
grade level profile data reveals that the subjects have
developmental delay. According to Elizabeth Harstad
on her article regarding “What‟s the Difference
Between Learning Issues and Delays?”, the term
“developmental delay” means that a child is not
meeting developmental milestones at the expected
age. The term learning issues or learning disabilities
means that a child‟s academic achievement is lower
than expected for his developmental level, age or
grade level.
Table 5 Disabilities Profile of the Subjects
1.5
Hearing
Impairment
12 27.91
1.5
Intellectual
Disability
12 27.91
3 Autism 10 23.26
4.5
Cerebral
Palsy
4 9.30
4.5
Learning
Disability
4 9.30
6
Speech
Impairment
1 2.33
Total 43 100.00
Table 5 presents the disabilities profile of the
subjects. Most of the subjects are hearing impaired
and have intellectual disability with a frequency of 12
or at 27.91 percent. This is followed by autism with a
frequency of 10 or 23.26 percent. Cerebral palsy and
learning disability have the same frequency of 4 or at
9.30 percent. Intellectual disabilities and speech
impairment have also the same frequency of 1 or at
2.33 percent.
Disability is a general term that refers to a
heterogeneous group of disorders manifested by
significant difficulty in the acquisition and use of
listening, speaking, reading, writing, reasoning, or
mathematical abilities. These disorders are intrinsic to
the individual, presumed to be due to central nervous
system dysfunction, and may occur across the life
span” (NJCLD, 1981).
Disability is also refers to a retardation, disorder, or
delayed development in one or more of the processes
of speech, language, reading, writing, arithmetic, or
other school subject resulting from a psychological
handicap caused by a possible cerebral dysfunction
and/or emotional or behavioral disturbances. It is not
the result of mental retardation, sensory deprivation,
or cultural and instructional factors.” (Kirk, 1962,
Educating Exceptional Children, p. 263).
There are various factors which are considered as the
causes of disabilities. A number of studies have been
conducted on the etiology of disabilities.
Snow.et. al. (1998-2000) identified several individual
risk factors for disabilities, family history of reading
difficulties poor literacy skills either because of
inherent cognitive limitation or home environment,
poor literacy related cognitive, linguistic processing
especially phonological awareness, confrontational
naming sentence, story recall and general language
ability.

Disabilities are caused by various factors. The pre-
natal factors like alcohol, tobacco, drugs, substance
use by pregnant mothers, toxins and chemicals,
environmental exposures (Virginia A et al., (2016),
ecological (Chandra Kala Singh, 2008) neurological
(Del Castillo, et al, (2010), neuro psychological (De
Salles and De Mattospimenta Parente, 2006).
There are gender differences in writing of disabilties
genetically (Berninger VW, 2008), brain dysfunction
(Krishna, Oomen and Rao 2008), genetic (Paracchini
S et al., 2007), poor families, facilities in schools,
neighbourhood & low income. Disabilities tend to run
in families, but whether this is due to genetic factors
or similar learning environments is yet to be
determined (Hallahan & Kaffman, 1980).
Part II PROFILE OF THE RESPONDENTS
This part of the chapter gives the profile of the
respondents as to their age, gender, highest
educational level, civil status, number of years in
teaching learners with special educational needs and
relevant trainings or seminars attended in the last five
years.
Table 6 Age Profile of the Respondents
Age Level Frequency Percentage
25 to 35 8 61.54
36 to 50 4 30.77
51 to 80 1 7.69
Total 13 100.00
Table 6 displays the age profile of the respondents.
Most of the respondents belonged to the age level
within 25 to 35 years old having a frequency of 8 or
at 61.54 percent. This is followed by age level within
36 to 50 which is at a frequency of 4 or 30.77 percent.
Completing the distribution is age level within 51 to
80 at a frequency of 1 or at 7.69 percent.
Most of the respondents belonged to the age level
within 25 to 35 years old. In the book of Dr. Thomas
Armstrong, “The 12 Stages of Life”, this age level is
early adulthood. On this stage, it takes innovativeness
for young adults to accomplish their many
responsibilities, including finding a home and mate,
establishing a family or circle of friends, and/or
getting a good job. This principle of innovativeness
serves us at any stage of life when we need to go out
into the world and make our mark. This holds true to
the teacher respondents of the study who are young
teachers aged between 25 to 35 who are struggling in
getting a good job to build a home for their future.
Table 7 Gender Profile of the Respondents
1 Female 10 76.92
2 Male 3 23.08
Total 13 100.00
Table 7 presents the gender profile of the
respondents. Female dominates at a frequency of 10
or at 76.92 percent. The male has a frequency of 3 or
at 23.08 percent.
This affirms the press release by the Department of
Education data on September 6, 2014, more than
three-quarters of all teachers in kindergarten through
high school are women.
Table 8 Highest Educational Attainment Profile
of the Respondents
Rank
Educational
Attainment
Frequency Percentage
2 College Graduate 3 23.08
1 Masters Units 8 61.54
3.5 Master‟s Degree 1 7.69
0 Doctorate Units 0 0.00
3.5 Doctorate Degree 1 7.69
Total 13 100.00
The highest educational attainment profile of the
respondent is displayed in Table 8. Majority of the
respondents have master‟s unit at a frequency of 8 or
61.54 percent. This is followed by college graduate at
a frequency of 3 at 23.08 percent. Master‟s degree
and doctorate degree have the same frequency of 1 or
at 7.69 percent which complete the distribution.
This confirms the Philippine Statistics Authority
report released on January 10, 2013 that the
educational attainment of the population in the
country had improved since year 2000. The
proportions of graduates of both secondary and
tertiary (college) levels had increased from 2000 to
2010. College graduates increased from 4.3 percent in
2000 to 10.1 percent in 2010. On the other hand, the
proportion of those with no grade completed had
decreased from 8.3 percent to 4.0 percent.
Moreover, this is a good note to the respondents who
pursue advanced studies as they will use this in their
future. As to DepEd policy, taking master‟s degree
classes, attending seminars and trainings will earn
him points for promotion.
Table 9 Civil Status Profile of the Respondents
1 Married 9 69.23
2 Single 4 30.77
Total 13 100.00
Table 9 presents the civil status profile of the
respondents. Majority of the respondents are married
having a frequency of 9 or at 69.23 percent. Four or at
30.77 percent of the respondents are single.
On the age profile of the respondents, 8 or 61.54
percent of the respondents belong to the early

adulthood stage. This finding supports Dr. Thomas
Armstrong‟s view wherein on this stage, they
established a family as 9 or 69.23 percent are married.
Table 10 Number of Years in Teaching Learners
with Special Educational Needs Profile of the
Respondents
Length of Service Frequency Percentage
1 year 3 23.08
3 years 5 38.46
4 years 2 15.38
10 years 1 7.69
11 years 1 7.69
15 years 1 7.69
Total 13 100.00
The number of years in teaching learners with special
educational needs profile of the respondents is
manifested in Table 10. Three or 23.07 percent of the
respondents have experienced in teaching learners
with special educational needs for 10 to 15 years.
Two or 15.38 percent have experienced for 4 years, 5
or 38.46 percent have experienced for 3 years and 3
or 23.08 percent have experience for one year.
This supports the findings on the age bracket of the
respondents which is within 25 to 35 years old. This
simply implies that the number of years of experience
is parallel to the present age.
Furthermore, this finding is a proof that the
Presidential Decree No. 603 (The Child and Youth
Welfare Code), and the Magna Carta for Persons with
Disability has been implemented. This proves that the
State uphold the right of all its citizens to quality
education regardless of their circumstance.
Table 11 Frequency of Relevant
Seminars/Trainings Attended Profile of the
Respondents in the Last Five Years
Number of
Seminars/Trainings
Frequency Percentage
0 2 15.38
1 2 15.38
2 1 7.69
5 3 23.08
7 1 7.69
8 1 7.69
10 2 15.38
20 1 7.69
Total 13 100.00
Table 11 presents the frequency of relevant seminars
or trainings attended profile of the respondents in the
last five years. It is good to note that approximately
11 or 85 percent of the respondents have relevant
seminars or trainings attended in the last five years.
Only two of them doesn‟t have a training which
constitutes 15 percent of the distribution.
It is important to consider the teachers‟ personal and
professional development. Agbenyega (2007) said
that when teachers are not trained to handle these
children with special needs in regular or segregated
schools, it becomes a challenge for them to handle
and develop a positive attitude towards them
Inclusive education opens opportunities for disabled
children and realizes their right to be educated in the
regular schools (Kuyini, 2010). Therefore, it is
significant for teachers and school leaders to be aware
of what inclusive education is all about, which means,
they need to be introduced to the concept. Introducing
the concept means that teachers need to have teacher
training to equip them with the views and importance
of inclusive education, thus, developing a positive
attitude towards disabled children and gaining
knowledge and skills on how to handle them
(Agbenyeya, 2007; Kuyini, 2010). Teachers must also
receive training in teaching approaches and styles
suitable to teach all children.
Teachers need to develop the knowledge and skills in
handling and teaching these disabled children in
mainstream schools. If teachers are not trained in
managing all children in the classroom, it will be
difficult for teachers to handle the teaching
(Agbenyega, 2007). Teachers may not have a good
and positive attitude towards the disabled children if
they do not get an education on teaching approaches
and relevant pedagogy to include them and learn
ways to handle them in the classroom (Kuyini, 2010).
Opoku, Aybenyega, Mprah, Mckenzie, and Badu
(2017) argue that teachers need to be supported and
trained to adopt different teaching techniques,
strategies, styles and approaches to teach and support
diverse students in the school and classroom.
As a result, this encourages and gets more children to
attend schools which motivates and encourages
parents to bring their children to school (Banks &
Banks, 2010). As Kuyini and Boitumelo (2011) said,
teachers contribute to the achievement of inclusive
education and practices. Therefore, it is important to
train them to develop positive attitudes towards
disabled children which these attitudes support more
successful inclusive programs for students.
Again, this is good note for the respondents, as to
DepEd policy, taking master‟s degree classes,
attending seminars and trainings will earn teachers
points for promotion.

Part III WEAKNESSES AND STRENGTHS IN TEACHING LEARNERS WITH SPECIAL
EDUCATIONAL NEEDS IN TERMS OF IDENTIFIED FUNCTIONAL SKILLS
This part of the chapter presents the weaknesses and strengths in teaching learners with special educational
needs in terms of identified functional skills. The identified functional skills are dressing, eating or food
preparation, grooming or hygiene, and cleaning or laundry.
Table 12 Weaknesses and Strengths in Teaching Learners with Special Educational Needs in terms of
Identified Functional Skills
Identified Functional Skills Weighted
Mean
Description
Dressing
1 Removes pants (does not include unfastening) 2.30 Can partially do.
2 Puts on pants (does not include fastening) 2.26 Can partially do.
3 Puts on socks 2.26 Can partially do.
4 Puts on pullover shirt 2.26 Can partially do.
5 Puts on a jacket 2.30 Can partially do.
6 Puts on shoes (does not include typing) 2.33 Can partially do.
7 Threads a belt 2.23 Can partially do.
8 Buckles a belt 2.26 Can partially do.
9 Zips up a zipper once it is started 2.28 Can partially do.
10 Button by self 2.28 Can partially do.
11 Starts a zipper 2.28 Can partially do.
12 Ties shoes 2.26 Can partially do.
13 Hangs up clothes 2.19 Can partially do.
14 Puts dirty clothes in hamper 2.14 Can partially do.
15 Wears clothes that are clean and wrinkle free 2.14 Can partially do.
16 Select clothes that fit 2.07 Can partially do.
17 Selects clothes that match 2.07 Can partially do.
18 Selects age-appropriate clothes 2.05 Can partially do.
19 Selects clothes appropriate to weather 2.09 Can partially do.
20 Selects clothes appropriate to context 2.00 Can partially do.
Average Weighted Mean 2.20 Can partially do.
Eating/Food Preparation
21 Drinks from glass 2.56 Can do independently.
22 Eats with spoon and fork 2.37 Can do independently.
23 Eats with plate 2.51 Can do independently.
24 Spreads butter on bread with spoon 2.23 Can partially do.
25 Cuts vegetable with knife 1.93 Can partially do.
26 Sets table properly 1.98 Can partially do.
27 Clears table properly 2.12 Can partially do.
28 Gets own snack 2.35 Can do independently.
29 Prepare breakfast 1.77 Can partially do.
30 Stir a juice from a pitcher 2.14 Can partially do.
31 Makes sandwich 2.02 Can partially do.
32 Cooks prepared food like fried egg or fried fish 1.63 Can‟t do.
33 Uses measuring cups and spoons in a glass of milk 1.74 Can partially do.
34 Uses pot in heating frozen foods including snacks 1.58 Can‟t do.
35 Stores leftover foods properly 1.91 Can partially do.
36 Discards spoiled food properly 1.93 Can partially do.
37 Puts groceries properly 2.02 Can partially do.
38 Identified boxed/canned food using label 1.86 Can partially do.

Grooming and Hygiene
39 Uses toilet and toilet paper 2.23 Can partially do.
40 Washes and dries hands 2.35 Can do independently.
41 Washes and dries face 2.35 Can do independently.
42 Take shower independently 2.28 Can partially do.
43 Use deodorant 2.12 Can partially do.
44 Washes and rinses hair 2.28 Can partially do.
45 Washes and rinses body in bath or shower 2.33 Can partially do.
46 Dries self after bathing 2.33 Can partially do.
47 Brushes teeth 2.37 Can do independently.
48 Shaves (if appropriate) 1.77 Can partially do.
49 Applies makeup (if appropriate) 1.74 Can partially do.
50 Combs and brushes hair 2.42 Can do independently.
51 Trims fingernails/toenails 2.09 Can partially do.
52 Uses tissue to blow nose 2.33 Can partially do.
53 Uses feminine hygiene products appropriately 1.81 Can partially do.
Cleaning and Laundry
54 Puts toys away 2.40 Can do independently.
55 Make own bed 2.21 Can partially do.
56
Clears table after eating (puts dishes in sink and
garbage in wastebasket)
2.14 Can partially do.
57 Takes out trash 2.21 Can partially do.
58 Dusts 2.21 Can partially do.
59 Sweeping (inside & outside) 2.23 Can partially do.
60 Washes windows or mirrors 2.19 Can partially do.
61 Cleans sink 2.00 Can partially do.
62 Cleans toilet 2.00 Can partially do.
63 Washes and dries dishes 2.12 Can partially do.
64 Measures soap 1.81 Can partially do.
65 Separates clean from dirty clothes 2.05 Can partially do.
66 Sorts light from dark clothes 1.88 Can partially do.
67 Loads washing machine (knows what setting to use) 1.74 Can partially do.
68 Folds clothes neatly 1.88 Can partially do.
69 Puts clothing away appropriately 1.98 Can partially do.
70 Hang up clothes neatly 1.95 Can partially do.
General Average Weighted Mean 2.12 Can partially do.
Legend:
3
2.34 –
3.00
Can do independently. Does not
require any help
2
1.67 –
2.33
Can partially do. Needs some
help.
1
1.00 –
1.66
Can‟t do. Requires full
assistance.
Table 12 depicts the weaknesses and strengths in
teaching learners with special educational needs in
terms of functional skills. The general average
weighted mean is 2.12. It means “can partially do”.
In terms of dressing, the average weighted mean is
2.20 which means “can partially do”. The learners can
partially do the identified functional skills.
In terms of eating or food preparation, the average
weighted mean is 2.04 which means “can partially
do”. Drinks from glass, eats with spoon and fork, eats
with plate and gets own snack, the learners can do
them independently. This means the learners does not
require any help in performing these functional skills.
The learners can‟t cook or prepared food like fried
egg or fried fish and uses pot in heating frozen foods
including snacks on their own. They require full

assistance. The rest of the identified functional skills
under eating or food preparation are the learners can
partially do them.
In terms of grooming and hygiene, the average
do”. Washes and dries hands and face, brushes teeth
and combs and brushes hair, the learners can do them
independently. The rest of the identified functional
skills under grooming and hygiene are the learners
can partially do them.
In terms of cleaning and laundry, the average
do”. Only puts toys away the learners can do
independently. The rest of the identified functional
skills under cleaning and laundry are the learners can
partially do them.
A teacher plays a vital role within a few hours in the
classroom by delivering the daily specific planned
content which is a part of curriculum for a specific
grade. It depends on the teacher to plan it out and use
effective strategies for its instructional deliverance.
Teachers must have passion for learning and teaching
as well as to understand needs and interests of the
students. The world is changing and advancing day
by day, so teachers need to be technology savvies as
well, in order to meet new global emerging demands.
There are many educators and researchers who have
debated that there are some school variables which
influence the students‟ achievement in particular.
According to Coleman (2003), minimal role is played
by the schools as far as the students‟ achievement is
concerned because it is independent of their
background as well as societal factors. On the other
hand, a few researchers suggest that factors like class
size and space (Glass 2001), the teachers‟
qualification (Ferguson, 2004), the school‟s size and
space (Haller, 1993), and a few more variables play a
vital role in what the students learn in general.
Research points out that quality teaching is tend to
necessarily be student-centered. It aims to help most
and for all students learning. Therefore, focus should
not only be pedagogical skills, but also learning
environment that must address the students‟ personal
needs. Students should also be aware as to why they
are working so that they are able to relate to other
students and receive help if required.
As a result, great emphasis has been laid on “quality
teaching” by many educators. In the same way, there
is a need of elaborating the term “quality teaching”.
Globalization has influenced each and everyone‟s
life. Quality, successful and effective learning
actually depends on several factors e.g. availability
and selection of instructional resources, staffing
quality, nature and its level, professional development
implication as a system, and also the support of
parents and administration. Recently, research also
highlights one of the key features of “quality
teaching” i.e. student-centered classrooms, which
aims to benefit all students learning.
Learning environment along with teachers‟
pedagogical skills is important for quality education
(Johnson, 2007). Similarly, the students have also
become both, geographically and socially diversified.
There is a great need of new teaching methods and
pedagogies to meet global challenges. Hence, we can
say that there is also a need of change in the learner
and teachers‟ means of interaction. All the schools are
striving to integrate curriculum with technology so
that the students are provided quality education and
learning takes place their way and they are focusing
to provide quality education to the students by all
means so that they are ahead in the education
industry.
According to Alton-Lee (2004), the teachers should
align their professional experiences with their
teaching practices and pedagogies in order to benefit
their students. Agreeing to Alton-Lee, these days one
of the major roles of the teachers is to ensure that the
content delivered has achieved the learning objective,
which can be considered a key challenge. Despite the
years of teaching experience, there is always a room
for improvement and innovation for the teachers to
adapt as per their requirement. Demands and needs
change time to time so the teachers should also
undergo professional and personal development to
benefit both, the students and themselves as well,
both are the learners. There is no age limit for
learning; it depends on priorities and awareness only.
Another researcher, Deppeler (2000), suggests that
the teachers would be able to change their teaching
practices when they would reflect upon them and
engage themselves in examining their own theories of
teaching practices. But, ironically, it is a fact that the
teachers hardly get any time to reflect on their daily
practices, leading to improvement, or they are
unaware of this process and it is out of question for
them. They believe that delivering the content which
has been planned for a specific day and subject is the
basic necessity, neglecting the fact and being least
bothered about knowing if the student learned or it
was impossible for a student to grasp the basic
concept even.
Roshenshine and Furst have introduced five variables
of a teacher‟s effectiveness, these are Variability,
Clarity, Task-oriented, Enthusiasm and the last one is
the students‟ opportunity to learn criterion material.
We must say that these are indeed a few components

essential for a teacher to be known as effective, but
there are more key elements which help the teachers
personally and professionally and also their students.
These are being reflective, empathizing when
required, respect students, a good communicator,
her/his own love of learning and many more which
makes a teacher effective and the most important part
is the instruction strategy which he/she chooses to
deliver content which helps students in learning more
effectively.
Most of the teachers think that they can improve their
teaching practices through developing sound
knowledge of content that needs to be taught and
delivered (Hill and Crevola, 2003). This is a major
drawback in many schools. The teachers lose focus
on their teaching strategies and they assume that the
learners face difficulties because the content (what
needs to be taught and delivered) is complicated or
not of their interest, instead of realizing the fact that
the teaching strategy (how to teach and deliver)
should be more effective and as per their requirement
and needs in order to generate their interest and better
learning opportunity for the students. Furthermore,
both, how and what are linked together but still far
different and unique in nature.
All the educationists are well familiar with the fact
that all the learners have a different learning style,
whereas the problem lies in catering to all of them
with an effective teaching strategy. Students learn in
different ways as per their capabilities. Some learn by
seeing, hearing, reflecting, modelling, reasoning, and
drawing etc (Felder, 1998). With an agreement to
Felder, similarly there are different teaching styles as
well. Some give lectures, some discuss the topic,
some make their students work in groups, some use
technology, some use textbooks and many more. But,
the main purpose behind these efforts is to help
students grasp content knowledge and align them
with the real world scenario.
Teaching strategies vary from one age group to
another. None of the method is the best. It depends on
the learning style of students. Primary students take
more interest in the activities performed in the class.
In-class exercises work the best for this age group.
Visual and auditory aids improve learning and
performance. Whereas, for secondary and tertiary
levels, lectures, projects, field work, group exercises
and peer teaching are the most suitable strategies to
help them. Howard Gardner‟s multiple intelligences
are also being considered and integrated in the lesson
plans for improved learning of each and every
student.
Helping students understand better in the classroom is
one of the primary concerns of every teacher.
Teachers need to motivate students how to learn.
According to Phil Schlecty (1994), students who
understand the lesson tend to be more engaged and
show different characteristics such as they are
attracted to do work, persist in the work despite
challenges and obstacles, and take visible delight in
accomplishing their work. In developing students'
understanding to learn important concepts, teacher
may use a variety of teaching strategies that would
work best for her/his students. According to Raymond
Wlodkowski and Margery Ginsberg (1995), research
has shown no teaching strategy that will consistently
engage all learners. The key is helping students relate
lesson content to their own backgrounds which would
include students' prior knowledge in understanding
new concepts. Due recognition should be given to the
fact that interest, according to Saucier (1989:167)
directly or indirectly contributes to all learning. Yet, it
appears that many teachers apparently still need to
accept this fundamental principle. Teachers should
mind the chief component of interest in the
classroom. It is a means of forming lasting effort in
attaining the skills needed for life. Furthermore
teachers need to vary teaching styles and techniques
so as not to cause boredom to the students in the
classroom. Seeking greater insight into how children
learn from the way teachers discuss and handle the
lesson in the classroom and teach students the life
skills they need, could be one of the greatest
achievements in the teaching process.
Furthermore, researchers have begun to identifysome
aspects of the teaching situation that help enhance
students' motivation. Research made by Lucas (1990),
Weinert and Kluwe (1987) show that several styles
could be employed by the teachers to encourage
students to become self-motivated independent
learners. As identified, teachers must give frequent
positive feedback that supports students' beliefs that
they can do well; ensure opportunities for students'
success by assigning tasks that are either too easy nor
too difficult; help students find personal meaning and
value in the material; and help students feel that they
are valued members of a learning community.
According to Brock (1976), Cashin (1979) and Lucas
(1990), it is necessary for teachers to work from
students' strengths and interests by finding out why
students are in your class and what are their
expectations. Therefore it is important to take into
consideration students' needs and interests so as to
focus instruction that is applicable to different groups
of students with different levels.
Scaffolding is also something that seems to make a
real difference. Start out with the teacher using
heavily mediated instruction, known as explicit

instruction, then slowly begin to let the students
acquire the skill, moving towards the goal of student
mediated instruction.
Success for the student with learning disabilities
requires a focus on individual achievement,
individual progress, and individual learning. This
requires specific, directed, individualized, intensive
remedial instruction for students who are struggling.
Whether the student is in the general education
classroom or learning in a special class setting, focus
the activities on assessing individual students to
monitor their progress through the curriculum.
Concerns for the individual must take precedence
over concerns for the group or the curriculum or for
the organization and management of the general
education classroom content.
Part IV DEGREE OF UTILIZATION OF THE IDENTIFIED TEACHING STRATEGIES
This part of the chapter displays the degree of utilization of the identified teaching strategies. The identified
teaching strategies are video chunking, video prompting and video modeling.
Table 13 Degree of Utilization of the Identified Teaching Strategies
Identified Functional Skills Video Chunking Video Prompting Video Modeling
Weighted
Mean
Description
Weighted
Mean
Description
Weighted
Mean
Description
Dressing
1
Removes pants (does not
include unfastening)
3.05 Often 3.21 Often 3.28 Always
2
Puts on pants (does not
include fastening)
3.02 Often 3.19 Often 3.21 Often
3 Puts on socks 3.07 Often 3.23 Often 3.26 Always
4 Puts on pullover shirt 3.09 Often 3.26 Always 3.26 Always
5 Puts on a jacket 3.09 Often 3.28 Always 3.26 Always
6
Puts on shoes (does not
include typing)
3.09 Often 3.21 Often 3.30 Always
7 Threads a belt 3.05 Often 3.19 Often 3.23 Often
8 Buckles a belt 3.05 Often 3.21 Often 3.26 Always
9
Zips up a zipper once it is
started
10 Button by self 3.09 Often 3.28 Always 3.28 Always
11 Starts a zipper 3.12 Often 3.26 Always 3.30 Always
12 Ties shoes 2.98 Often 3.28 Always 3.23 Often
13 Hangs up clothes 3.02 Often 3.21 Often 3.12 Often
14 Puts dirty clothes in hamper 3.00 Often 3.16 Often 3.14 Often
15
Wears clothes that are clean
and wrinkle free
16 Select clothes that fit 2.93 Often 3.16 Often 3.16 Often
17 Selects clothes that match 2.93 Often 3.21 Often 3.09 Often
18
Selects age-appropriate
clothes
19
Selects clothes appropriate to
weather
20
Selects clothes appropriate to
context
Average Weighted Mean 3.03 Often 3.22 Often 3.20 Often
Eating/Food Preparation
21 Drinks from glass 3.19 Often 3.40 Always 3.44 Always
22 Eats with spoon and fork 3.16 Often 3.40 Always 3.37 Always
23 Eats with plate 3.19 Often 3.42 Always 3.42 Always
24
Spreads butter on bread with
spoon
25 Cuts vegetable with knife 2.72 Often 2.95 Often 2.88 Often
26 Sets table properly 2.88 Often 3.16 Often 3.19 Often

27 Clears table properly 2.98 Often 3.07 Often 3.07 Often
28 Gets own snack 3.19 Often 3.28 Always 3.30 Always
29 Prepare breakfast 2.60 Often 3.02 Often 2.91 Often
30 Stir a juice from a pitcher 2.86 Often 3.07 Often 3.12 Often
31 Makes sandwich 2.79 Often 3.02 Often 3.05 Often
32
Cooks prepared food like
fried egg or fried fish
2.47 Sometimes 2.70 Often 2.67 Often
33
Uses measuring cups and
spoons in a glass of milk
34
Uses pot in heating frozen
foods including snacks
35 Stores leftover foods properly 2.67 Often 2.98 Often 2.98 Often
36
Discards spoiled food
properly
37 Puts groceries properly 2.79 Often 3.02 Often 3.00 Often
38
Identified boxed/canned food
using label
Grooming and Hygiene
39 Uses toilet and toilet paper 3.14 Often 3.26 Always 3.26 Always
40 Washes and dries hands 3.19 Often 3.33 Always 3.33 Always
41 Washes and dries face 3.21 Often 3.37 Always 3.30 Always
42 Take shower independently 3.07 Often 3.33 Always 3.26 Always
43 Use deodorant 2.93 Often 3.07 Often 3.09 Often
44 Washes and rinses hair 3.12 Often 3.40 Always 3.23 Often
45
Washes and rinses body in
bath or shower
3.14 Often 3.35 Always 3.28 Always
46 Dries self after bathing 3.14 Often 3.33 Always 3.28 Always
47 Brushes teeth 3.26 Always 3.40 Always 3.37 Always
48 Shaves (if appropriate) 2.26 Sometimes 2.56 Often 2.44 Sometimes
49
Applies makeup (if
appropriate)
2.30 Sometimes 2.60 Often 2.44 Sometimes
50 Combs and brushes hair 3.21 Often 3.40 Always 3.37 Always
51 Trims fingernails/toenails 3.02 Often 3.30 Always 3.26 Always
52 Uses tissue to blow nose 3.07 Often 3.30 Always 3.26 Always
53
Uses feminine hygiene
products appropriately
Cleaning and Laundry
54 Puts toys away 3.16 Often 3.35 Always 3.28 Always
55 Make own bed 3.00 Often 3.14 Often 3.14 Often
56
Clears table after eating (puts
dishes in sink and garbage in
wastebasket)
57 Takes out trash 3.12 Often 3.16 Often 3.21 Often
58 Dusts 3.07 Often 3.14 Often 3.19 Often
59 Sweeping (inside & outside) 3.19 Often 3.30 Always 3.30 Always
60 Washes windows or mirrors 3.05 Often 3.16 Often 3.14 Often
61 Cleans sink 2.93 Often 3.14 Often 3.19 Often
62 Cleans toilet 2.93 Often 3.14 Often 3.19 Often
63 Washes and dries dishes 2.98 Often 3.09 Often 3.16 Often
64 Measures soap 2.70 Often 2.77 Often 2.88 Often
65
Separates clean from dirty
clothes

66 Sorts light from dark clothes 2.84 Often 3.00 Often 3.07 Often
67
Loads washing machine
(knows what setting to use)
2.30 Sometimes 2.42 Sometimes 2.60 Often
68 Folds clothes neatly 2.72 Often 2.93 Often 3.05 Often
69
Puts clothing away
appropriately
70 Hang up clothes neatly 2.84 Often 3.02 Often 3.12 Often
General Average Weighted
Mean
Legend:
4 3.26 – 4.00 Always
3 2.51 – 3.25 Often
2 1.76 – 2.50 Sometimes
1 1.00 – 1.75 Not Used
The degree of utilization of the identified teaching strategies is manifested on Table 13. Generally, video
chunking, video prompting, and video modeling are often utilized in teaching the functional skills of dressing,
eating or food preparation, grooming and hygiene and cleaning and laundry.
Specifically, video chunking is sometimes utilized in teaching cooking or preparing food like fried egg or fried
fish, using pot in heating frozen foods including snacks, shaving, applying make-up, using feminine hygiene
products appropriately and loading washing machine (knowing what setting to use).
Video prompting is always utilized in teaching putting on pullover shirt, putting a jacket, buttoning by self,
starting a zipper, tying shoes, drinking from glass, eating with spoon and fork, eating with plate, getting own
snack, using toilet and toilet paper, washing and drying hands and face, taking shower independently, washing
and rinsing hair, washing and rinsing body in bath or shower, drying self after bathing, brushing teeth, combing
and brushing hair, trimming fingernails or toenails, using tissue to blow nose, putting toys away and sweeping.
Video modeling is always utilized in teaching removing pants, putting on socks, putting on pullover shirt,
putting on a jacket, putting on shoes, buckling belt, buttoning by self, starting a zipper, drinking from glass,
eating with spoon and fork, eating with plate, getting own snack, using toilet and toilet paper, washing and
drying hands and face, taking shower independently, washing and rinsing body in bath or shower, drying self
after bathing, brushing teeth, combing and brushing hair, trimming fingernails or toenails, using tissue to blow
nose, putting toys away and sweeping.
These findings strengthen on the following studies. Ayres and Langone‟s (2005) review focused on the use of
video modeling to teach social and functional skills. They concluded video modeling was a highly effective
strategy to teach these skills. They concluded video modeling was a highly effective strategy to teach these
skills. McCoy and Her-mansen (2007) reviewed video modeling studies by the type of model used in the video
(e.g., adults, peers, self, and point of view), they found video modeling was effective regardless of the type of
model used. Delano (2007) reviewed the effectiveness of video modeling, the most frequently used type of video
modeling, and the skill areas taught for ASD. She found video modeling to be both a popular and effective
strategy for teaching social–communicative behaviors (e.g., social initiation, verbal statement about play) to
individuals with ASD. More recently, S. Gardner and Wolfe (2013) reviewed the effects of video modeling and
prompting for teaching daily living skills to individuals with ASD. They found both video modeling and
prompting interventions were successful in teaching daily living skills.
Mason, Ganz, Parker, Burke, and Camargo (2012) found a statisticallysignificant difference in the effectiveness
of VBI across disability categories, where larger effects were observed for participants with ASD compared to
developmental disabilities.
Part V SIGNIFICANT MEAN GAIN BETWEEN THE FUNCTIONAL SKILLS OF LEARNERS WITH
SPECIAL EDUCATIONAL NEEDS BEFORE AND AFTER THE UTILIZATION OF THE
IDENTIFIED STRATEGIES
This part of the chapter reveals the significant mean gain between the functional skills of learners with special
educational needs before and after the utilization of the identified strategies.

T-test for correlated samples was considered to gauge the significant mean gain between the functional skills of
learners with special educational needs before and after the utilization of the identified strategies.
Table 14 Significant Mean Gain Between the Functional Skills of Learners with Special Educational
Needs Before and After the Utilization of the Identified Strategies
Student No.
Scores
D D2
Pretest Post test
1 1.70 1.81 - 0.12 0.0134
2 2.55 2.77 - 0.22 0.0473
3 1.10 2.09 - 0.99 0.9712
4 3.00 3.00 0.00 0.0000
5 3.00 3.00 0.00 0.0000
6 3.00 3.00 0.00 0.0000
7 2.99 3.00 - 0.01 0.0002
8 2.71 3.00 - 0.29 0.0840
9 2.04 2.00 0.04 0.0019
10 1.87 2.75 - 0.88 0.7816
11 1.61 1.67 - 0.06 0.0034
12 1.00 1.91 - 0.91 0.8336
13 2.01 2.64 - 0.62 0.3884
14 1.91 2.29 - 0.38 0.1420
15 1.00 1.96 - 0.96 0.9149
16 2.00 2.67 - 0.67 0.4444
17 2.17 2.70 - 0.52 0.2722
18 1.03 1.46 - 0.43 0.1890
19 3.00 3.00 0.00 0.0000
20 3.00 3.00 0.00 0.0000
21 2.00 2.00 0.00 0.0000
22 1.45 2.00 - 0.55 0.3033
23 2.00 2.00 0.00 0.0000
24 2.00 2.25 - 0.25 0.0607
25 2.01 2.00 0.01 0.0002
26 1.00 1.93 - 0.93 0.8603
27 1.99 2.94 - 0.96 0.9149
28 2.00 2.00 0.00 0.0000
29 2.45 3.00 - 0.55 0.3033
30 2.54 2.88 - 0.35 0.1210
31 2.68 2.80 - 0.12 0.0134
32 2.41 2.88 - 0.48 0.2287
33 2.36 2.88 - 0.52 0.2722
34 1.94 2.46 - 0.52 0.2722
35 3.00 3.00 0.00 0.0000
36 3.00 3.00 0.00 0.0000
37 3.00 3.00 0.00 0.0000
38 2.25 3.00 - 0.75 0.5679
39 2.28 2.97 - 0.70 0.4839
40 2.74 2.72 0.01 0.0002
41 2.01 2.00 0.01 0.0002
42 2.00 2.01 - 0.01 0.0002
43 2.00 2.01 - 0.01 0.0002
Total -13.67 9.49
t comp 5.95
t critical value at 0.05 (two-tailed) 2.02

Table 14 depicts the significant mean gain between
the functional skills of learners with special
educational needs before and after the utilization of
the identified strategies.
As depicted in table 14, the t-computed value is 5.95
which is greater than the set critical value at 0.05
significance level (two-tailed) which is 2.05. The
decision is to accept the alternative hypothesis.
Alternative hypothesis states that there is a significant
mean gain between the functional skills of learners
with special educational needs before and after the
utilization of the identified strategies.
These findings substantiate the result on the analysis
on the degree of utilization of the identified teaching
strategies in table 13.
Not everybody learns in the same way, we all have
natural preferences and tendencies as to how we
acquire and store the information. The cognitive
development of students with disabilities is often
starkly different than that of students without
disabilities, however understanding how it differs
from traditional child development is important to
understanding how learning style identification can
assist students with disabilities. Why and how does
students create accommodations to account for
disabilities and how students with similar disabilities
make similar accommodations are threads that can
weave a better understanding of how individuals
learn.
It is the argument of Christie (2000), that there is a
neurological explanation for the development of
specific learning styles. Christie explores the brain as
well as neurological and psychological processes
involved in cognitive development and how these
cognitive processes can explain the development of
specific preferences in human learning.
Christie explains that hemisphere dominance is often
demonstrated in learning and the development of
various skills, for example, expressive and receptive
language, reasoning and sequencing are all found in
the left hemisphere, while geometric figure
identification, visual forms and facial identity are
located in the right hemisphere. What does this mean
for students with disabilities? When looking at the
neurological effects of specific disabilities, a
relationship may be found that students with similar
disabilities may also have a similar hemisphere
dominance which causes them to gravitate towards
learning styles that accommodate for their particular
disability.
A study on abnormal brain development by
Escalante-Mead, Minshew and Sweeney (2003) offers
compelling evidence for Christie‟s argument. This
study discovered that disturbances in lateral
preference in individuals with autism potentiallyshed
light on brain maturational processes in this disorder.
Individuals with autism and a history of early
language disturbance showed more atypical cerebral
dominance than both healthy participants and
individuals with autism who had normal early
language skills. The arguments by Christie (2000) as
well as Escalante-Mead, Minshew and Sweeney
(2003) offer scientific reasoning and explanation for
the development of learning styles. “A critical
relationship between our students and learning in the
classroom is association. In education, it is absolutely
imperative that we assist our students to draw
associations from sensory input to neurological
processing to expressive output” (Christie, 2000, p.
328).
Christie accounts for association in students with
disabilities by suggesting that the brain dominance of
students with disabilities may be damaged or
otherwise effected and therefore these students must
use a method of association to overcome or over
compensate for a disability. It is through an analysis
of these works (Christie, 2000; Escalante-Mead, et.
Al, (2003), that one can understand the argument that
learning style preference is a neurological
phenomenon which can offer insist into how the brain
is involved in learning style preference development
in individuals with disabilities.
The compelling argument posed may offer insight
into why students with Autism are often tactile
learners. Does their disability and development offer
a clue? Is it a cognitive adaptation?
Perhaps one of the most convincing examples for the
role of the brain in learning style development in
students with disabilities is in individuals with
dyslexia. A case study by Norris and Kershner (1996)
offers additional validity to the neurological
understanding of learning style preference
development in individuals with dyslexia. This study
assessed the neuropsychological validity of the
modality preference (learning style) of individuals
with dyslexia with regarding to reading. The idea that
learning styles are linked to the brain and that specific
associations can be made to accommodate different
types of learning is a sentiment that is also shared by
Christie (2000). According to the research in this
study, students who were considered fluent readers
rated their reading styles to be more strongly auditory
and visual than children with dyslexia. The authors of
this study “assume that left-hemisphere engagement
implicates a preference for auditory processing and
that right-hemisphere engagement implicates a
relatively greater preference for visual processing”

(Norris & Kershner, 1996, p.234). This research on
dyslexia further supports the idea that by
understanding what area of the brain is effected by a
specific disability; teachers will be better able to
determine a student‟s learning style preference and
better assist that child to learn.
While the research completed by Norris and
Kershner, Christie and Escalante-Mead, Minshew and
Sweeney all use a neurological rationale to explain
why students with similar disabilities often share a
common learning style preference, arguments have
also been made outside the area of science as to why
learning style preference coincides with specific
disability types. Heiman (2006) addresses the
differences which exist among various students at the
university level assessing the different learning styles
which develop in students with and without learning
disabilities. The results of this study found that
students with learning disabilities preferred to use
more stepwise processing, including memorization
and drilling practice. In addition, these students
reported a higher need for self-regulation strategies
than their non-learning disabled peers.
The presupposition that, students with learning
disabilities face academic difficulties which provoke
the use of different learning styles than students
without learning disabilities is a common difficulty
that causes a common accommodation to develop in
students with disabilities is a compelling one.
4. SUMMARY OF FINDINGS, CONCLUSION
AND RECCOMMENDATION
This chapter reveals the summary of findings,
conclusion and recommendations of the study. This
was conducted among forty-three (43 ) Learners with
Special Educational Needs and thirteen (13 ) teachers
in the Division of Toledo City.
FINDINGS
1. Demographic Profile
A. Demographic Profile of the Learners with
Special Educational Needs
As reflected, 24 or 55.81 percent which is majority of
the subjects belonged to the age level within 12 to 20
years old with a frequency of 24 or at 55.81 percent.
distribution are age levels within 6 to 8 and 9 to 11 at
a frequency of 6 or at 13.95 percent.
Furthermore, male dominates at a frequency of 26 or
at 60.47 percent. The female has a frequency of 17 or
at 39.53 percent. As to the the grade level profile of
the subjects, female dominates at a frequency of 33 or
at 91.67 percent. The male has a frequency of 3 or at
8.33 percent.
As to the disabilities profile of the subjects, majority
of the subjects are hearing impaired with a frequency
of 12 or at 27.91 percent. Eleven or at 25.58 percent
have intellectual disability and 10 or 23.26 percent
have autism. Cerebral palsy and learning disability
have the same frequency of 4 or at 9.30 percent.
Intellectual disabilities and speech impairment have
also the same frequency of 1 or at 2.33 percent.
B. Demographic Profile of the Teachers with
Special Educational Needs
For the age profile of the respondents, majority of the
respondents belonged to the age level within 25 to 35
years old having a frequency of 8 or at 61.54 percent.
distribution is age level within 51 to 80 at a frequency
of 1 or at 7.69 percent.
Moreover, the gender profile of the respondents,
majority of them were female at a frequency of 10 or
at 76.92 percent and the male has a frequency of 3 or
at 23.08 percent.
As to the highest educational attainment profile of the
respondents, majority of the respondents have
master‟s unit at a frequency of 8 or 61.54 percent.
This is followed by college graduate at a frequency of
3 at 23.08 percent. Master‟s degree and doctorate
degree have the same frequency of 1 or at 7.69
percent which complete the distribution.
With regards to the civil status profile of the
respondents, majority of the respondents are married
having a frequency of 9 or at 69.23 percent while four
of them with a frequency of 30.77 percent of the
respondents are single.
In terms of the number of years in teaching learners
with special educational needs profile of the
respondents, three or 23.07 percent of the respondents
have experienced for 10 to 15 years; two or 15.38
percent have experienced for 4 years; 5 or 38.46
percent have experienced for 3 years; and 3 or 23.08
percent have experience for one year.
As to the relevant seminars or trainings attended
profile of the respondents in the last five years, it is
good to note that majority of the respondents have
relevant seminars or trainings attended in the last five
years which has 85 percent and only two of them
doesn‟t have a training which constitutes 15 percent.
2. Strengths and Weaknesses of Functional Skills
of Learners with special Educational Needs
It was found out that majority of the students can do
partially the identified functional skills and only few
of the identified functional skills can be done
independently.

3. Degree of Utilization by the Respondents in
Terms of Video Modeling, Video Prompting
and Video Chunking
Generally, video chunking, video prompting, and
video modeling are often utilized in teaching the
functional skills of dressing, eating or food
preparation, grooming and hygiene and cleaning and
laundry.
4. Significant Mean Gain Difference of
Functional Skills of Learners with Special
Educational Needs before and after the
Utilization of the Identified Strategies
There is a significant mean gain between the
strategies.
5. Intervention Plan has been Prepared to
Improve the Functional Skills of Learners with
special Educational Needs
Majority of the students have the same intervention
plans and transition activities to be performed
independently.
CONCLUSION
Based from the assessment on the condition of
Learners with Special Educational Needs, the use of
the following teaching strategies as interventions:
Video modeling, video Prompting and video
Chunking are deemed very significant in developing
the functional skills of the students.
RECOMMENDATIONS
The following recommendations are made which are
anchored on the findings and conclusion of the study:
1. That the SPED Teacher may use the three
identified strategies continously;
2. That the SPED Teacher may apply other teaching
strategies in addition to the three identified
teaching strategies;
3. That the SPED Teacher may encourage and
motivate to attend more trainings and seminars
for professional growth; and
4. That the SPED Teacher may continue to study
their Masters Degree and Doctorate Degree.
5. THE OUTPUT OF THE STUDY
Presented in this chapter is the output of the study. It
consists the proposals designed to improve the
preparedness, satisfaction and frequency of practice
of the strategies in teaching functional skills to
Learners with Special Educational Needs in the
Division of Toledo City.
Description
The proposal consists of intervention plan and
transition activities that can improve the development
of the strategies in teaching functional skills to
Learners with special Educational Needs based on the
results of the study. The proposal is formatted
through a matrix to be considered by the
administrator to implement.
Rationale
This research assessed the influence of the teaching
strategies employed by the teachers in the
development of functional skills of Learners with
Special Educational Needs at Luray II National High
School, Toledo City for school year 2018-2019 basis
for an Intervention Plan. The study delved in
identifying the effective strategies in teaching the
functional skills of Learners with Special Educational
Needs.
Intervention Plan of Learner with Special
Educational Needs
The intervention plan was designed to enhance and
develop the functional skills of children with special
needs.
Table 14. Intervention Plan of Learners with Special Educational Needs
Professional
Competency
Areas of
Concern
Objective Action Plan Time Indicators
Persons
Involved
Resul
t
Instructional
Planning
Academic Attend the
intervention
and transition
fair for learners
with special
Educational
Needs
Identify at least
one source of
financial
support for the
activities
Seminars/
workshops
Solicitations/
Stakeholders
MOOE
Whole
Year
Students are able
to attend the
transition fair and
expose the to the
community.
For SpEd
Teachers can fully
implement the
activities if there
is enough funds.
Special
Educator,
Parents

Instructional
Planning
Employmen
t Training
Participate in
school
sponsored trips
or site visits to
various job
sites or on the
job training
sites
Identify one
training
program for
career of
choice
Seminars/wor
kshop
Field trips
Seminars
workshops
Whole
Year
Students can
experience the
educational tour
and expose to
future jobs or
career
Students can
choose their
future career
Special
Educator,
Parents,
Guidance
Counselor,
Family
Members
Instructional
Planning
Independent
Living
Practice
grocery
shopping skills
with adult
supervision
Participate in
school
sponsored
travel training
opportunities
Grocery in the
Mall or Mart
Division or
Regional
SpEd
Activities
Whole
Year
Students can be
able to try for
grocery shopping.
Students can
travel in relation
to SpEd activities
Special
Educator,
Parents,
Guidance
Counselor,
Family
Members
Note: All subjects in the study will undergo and will implement this intervention and transition activities which
are meanly designed for them.
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