Southeast Asia Early Childhood Journal, Vol.

10 (1), 2021 (37-49)

ISSN 2289-3156 / eISSN 2550-1763
http://ejournal.upsi.edu.my/index.php/SAECJ

ISSUES AND CHALLENGES IN SPECIAL EDUCATION: A

QUALITATIVE ANALYSIS FROM TEACHER’S PERSPECTIVE
Fely C. Allam1, Matronillo M. Martin2*
1
Department of Education, City Division of Ilagan, Philippines
2
College of Education, Ifugao State University-Potia Campus, Ifugao, Philippines

[email protected], [email protected]

*Corresponding Author
Received: 26 April 2020; Accepted: 25 February 2021; Published: 04 March 2021

To cite this article (APA): Allam, F. C., & Martin, M. M. (2021). Issues and challenges in special education: A
qualitative analysis from teacher’s perspective. Southeast Asia Early Childhood Journal, 10(1), 37-49.
https://doi.org/10.37134/saecj.vol10.1.4.2021

To link to this article: https://doi.org/10.37134/saecj.vol10.1.4.2021

ABSTRACT

The general purpose of this study is to determine the issues and challenges of special education (SPED) teachers
in teaching children with learning disabilities in the City Division of Ilagan Isabela, Philippines. The 15 SPED
teachers were served as the respondents of this study using purposive sampling technique. Qualitative Research
Method (QRM) was utilized to determine the issues and challenges of the teachers. Thematic analysis was
employed to interpret the data. The analyses on the sharing of the key informants regarding their collective
description of their challenges as SPED teacher led to the emergence of five distinct themes that include,
choosing appropriate strategy and motivation; identifying individual needs; challenging but fulfilling;
acceptance and patience; and respect one’s right. Most teachers teaching children with learning disabilities did
not receive any special needs education training from the school, they feel that they are not qualified to teach the
children with learning disability. Moreover, teachers assigned in SPED classes lack of strategies in dealing with
learners with disabilities. This study revealed that the classrooms for children with learning disabilities in
Division of Ilagan at large have poor learning environment to support the SPED such as lack of budget,
curriculum guide, Instructional Materials (IMs) and even school facilities. It could be concluded that placement
of learners with special needs in an inclusive classroom with ordinary learners is not enough with no proper
support. Learners with disability did not receive all the necessary support and services for accessing the
curriculum facilities; and stakeholders’ supports is very minimal to support the needs of the students enrolled in
SPED classes. On the other hand, issues and problems were solved technically to sustain the positive working
environment among school heads, teachers and stakeholders. The Department of Education Training and
Development in collaboration with regional in service officers should organize continuous professional
development opportunities on inclusion strategies of learners with SPED needs. The implementers of the SPED
programs shall strictly adhere to the policies, and the strong support of the stakeholders shall be encouraged by
formulating active organization spearheaded by the school head.

Keywords: special education, issues, challenges, learning disabilities, inclusive

37
 Southeast Asia Early Childhood Journal, Vol. 10 (1), 2021 (37-49)
ISSN 2289-3156 / eISSN 2550-1763
http://ejournal.upsi.edu.my/index.php/SAECJ

INTRODUCTION

Background of the Study

Education of learners with special needs has come an extensive and lengthy way; it can be in
a method from special education (SPED) to integrated education and it as process from
integrated education to inclusive education. Despite the prop-up by a number of guidelines,
policies and programs from time to time to speed up the bound of all the efforts made in this
direction the regular schools with inclusive orientation face many barriers, roadblocks,
impediments and challenges.

However, SPED is currently a topical subject that is widely discussed and deliberated
upon in the field of education, Philippines included. It has invariably been referred to as part
of the global education for all agenda as a new education paradigm and as an educational
reform goals to make our societies inclusive. The same is accepted in Philippines; however,
the aspect of education for all is not effectively implemented despite of having policies and
legal framework that advocate education for all specially in the implementation of SPED
classes.

The Declaration of the Rights of the Child adopted by the United Nations General
Assembly in 1959, affirmed that mankind owes to the child the best it has to give. One of the
principles concerned with the education of children with special needs runs:

“The child who is physically, mentally or visually handicapped shall

be given the special treatment, education that are required of his particular
condition.”

Moreover, Republic Act Nos. 3562 and 5250 were approved on June 13, 1968
respectively, these Acts provided that teachers, administrators, and supervisors of SPED
should be trained by the Department of Education and impoverished.

Sarason (2015) indicated that one of the main purposes of the educational process is
to “produce responsible, self-sufficient citizens who possess the self-esteem, initiative, skills
and wisdom to continue individual growth and pursue knowledge.” Such an idea of education
brings to light initiatives to promote the self-determination of students with disabilities.

Enhancing students with disabilities’ self-determined behavior characteristics has

been a considerable element of policy, research, and curriculum standards and teaching
practices to help students to have a smooth and successful transition to postsecondary settings
(Cho et al., 2013).

The education should enhance teachers who teach children with learning disability
and also create awareness in the society to accept children with special educational needs.
Therefore, there is a need to introduce comprehensive special needs education in all teacher
professional development-programs.

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

inclusive education. They played a vital role in the successful implementation of inclusive
education as they are viewed as linchpins in the process of including students with disabilities

38
 Southeast Asia Early Childhood Journal, Vol. 10 (1), 2021 (37-49)
ISSN 2289-3156 / eISSN 2550-1763
http://ejournal.upsi.edu.my/index.php/SAECJ

into regular classes. This cannot be achieved if awareness and attitudes towards inclusive
education has not been practiced and developed (Dalonos, 2013).

Given the all citations, it is very important to know the different challenges faced by
the teachers in handling classes in the SPED. Hence, this study addressed the issue of
children with learning disabilities by exploring the challenges and challenges faced by SPED
teachers who teach children with learning disability and how they try to overcome these
challenges. There have been many problems in teaching children with learning disability in
the City of Ilagan. Local teachers in most of the primary schools in the division of Ilagan lack
training in special needs education for children with learning disability. Despite the “Primary
Education Development Plan” (PEDP), that ensures education for all, the overall quality of
primary education in Ilagan, City Philippines remains generally poor particularly in schools
for children with learning disability.

Purpose of the Study

The general purpose of this study is to determine the issues and challenges of SPED teachers
in teaching children with learning disabilities in the City Division of Ilagan Isabela,
Philippines. The empirical investigation is guided by the following objectives: (i) to see
teachers’ challenges in teaching students with learning disabilities; (ii) to find out the
approach and methods of teaching used by teachers when teaching children enrolled in
SPED; and (iii) to find out to what extent the administrators and parents of children with
learning disability collaborate with special needs education teachers.

Theoretical Framework

The scientific management theory and classical theory fitted in this study. In terms of the
implementation of SPED, it focused on improving the efficiency of each individual in the
organization. The major emphasis is on increasing the production through the use of intensive
technology, and the human beings are just considered as adjuncts to machines in the
performance of routine tasks. Besides, the scientific management theory basically
encompasses the work performed on the production floor as these tasks are quite different
from the other tasks performed within the organization. Such as, these are repetitive in nature,
and the individual workers performing their daily activities are divided into a large number of
cyclical repetition of same or closely related activities. Also, these activities do not require
the individual worker to exercise complex-problem solving activity. Therefore, more
attention is required to be imposed on the standardization of working methods and hence the
scientific management theory laid emphasis on this aspect.

39
 Southeast Asia Early Childhood Journal, Vol. 10 (1), 2021 (37-49)
ISSN 2289-3156 / eISSN 2550-1763
http://ejournal.upsi.edu.my/index.php/SAECJ

Figure 1. Paradigm showing the relationship between the variables considered in this study.

In terms of administration and supervision, teacher responsibilities regular classroom

teachers view the learner as a total person, assess the behavioral signs of
disorders/difficulties, provide varied activities for a wide range of individual differences,
provide a setting for, and expect achievement of the learner, provide strategies that help the
learner develop concepts meaningful to himself and provide first-hand challenges, obtain
assistance in the form of constructive consultation and specialized materials and equipment,
and confer regularly with the SPED teacher.

In order to establish good SPED classes, SPED coordinator plays a vital role. SPED
coordinators shall maintain all school records for SPED learners, assist in the recruitment of
prospective learners and SPED teachers, assist/initiate/organize training programs for SPED
innovate programs and projects for both learners and teachers, monitor/evaluate classroom
instruction and related activities in SPED, integrate and implement new and existing policies
and guidelines of the SPED Program, demonstrate leadership in resourcing appropriate
educational facilities/instructional aids.

The concepts and ideas served as the guiding wisdom in the development of this
research study which is reflected in the paradigm of the study. The paradigm would serve as
the backbone of this present investigation.

The researchers conducted a research to know prevailing issues of the SPED and to
what extent are these experienced by teachers in terms of teachers; instruction support; and
curriculum. As seen in figure 1 after identifying the issues, problems and challenges in the
SPED classes encountered by the teachers, the proposed action plan in order to enhance the
SPED would be provided.

40
 Southeast Asia Early Childhood Journal, Vol. 10 (1), 2021 (37-49)
ISSN 2289-3156 / eISSN 2550-1763
http://ejournal.upsi.edu.my/index.php/SAECJ

METHODOLOGY

This study used a qualitative research design. The main objective was to find the challenges
faced by teachers when teaching in SPED classes and how they try to overcome them. In
order to get information from the special needs education teachers, a descriptive research
design was used to provide answers to the questions associated with a particular research
problem. Since descriptive research is primarily concerned with finding out what is in the
field, it used this study as a suitable way to gather vital information regarding the current
status of the problem which was the challenges faced by teachers when teaching learners with
developmental disability and how they try to overcome these challenges. This design greatly
helped me to increase the knowledge about the challenges faced by teachers.

The study was conducted to the public elementary schools with SPED learning center
of Schools Division of City of Ilagan. Selected SPED teachers of City Division of Ilagan
were served as the sample of this study. Respondents were selected using purposive sampling
technique.

The main target was SPED teachers, and not regular teachers. Therefore, the one
criterion of choosing informants was based on the fact that only special needs education
teachers were wanted for the interview. Another criterion for choosing the informants was the
number of years a special needs education teacher had been teaching children with learners
with disability. For this study it was decided that the special needs teachers, who had been
working with children with learners for many years, were a good choice to answer the
research questions.

A total of 15 teachers from five different elementary schools were interviewed. The
study was conducted during the School Year 2019-2020. Permission to conduct the survey
with the SPED teachers of City Division of Ilagan was sought by the researchers from the
Schools Division Superintendent. Upon the approval of the request by Schools Division
Superintendent, the researchers personally administered the interview among the target
respondents. To allow collection of detailed information from the teachers about how they
teach students with learning disabilities and the challenges faced by teachers in the different
schools of City Division of Ilagan, interview method was seen suitable.

An interview guide questionnaire was utilized as the primary data gathering

instrument for the study. The interview guide was designed by the researcher based on
readings of related literature and studies on concepts of challenges and issues in SPED in the
country. An interview was carried out with every teacher selected to participate in the study.
The time arranged for an interview was approximately 25-30 minutes for every teacher. The
interview questions were formulated on the basis of the main research questions and sub-
questions. The research questions were translated from English to Filipino if necessary, and
the medium of instruction in all SPED classes. For this reason, all respondents were
interviewed in Filipino for better communication between the interviewer and the
interviewee.

41
 Southeast Asia Early Childhood Journal, Vol. 10 (1), 2021 (37-49)
ISSN 2289-3156 / eISSN 2550-1763
http://ejournal.upsi.edu.my/index.php/SAECJ

RESULTS AND DISCUSSION

The analyses of the empirical data yielded five themes on the notable challenges faced in
SPED. The analyses on the sharing of the key informants regarding their collective
description of their challenges as SPED teacher led to the emergence of five distinct themes
that include; (i) choosing appropriate strategy and motivation; (ii) identifying individual
needs; (iii) challenging but fulfilling; (iv) acceptance and patience; and (v) respect one’s right
as shown in Figure 2.

Choosing appropriate
strategy and motivation. Acceptance and
patience.

THEMES

Identifying individual Respect one’s right.

needs.
Challenging but
fulfilling.

Figure 2. Themes to challenges of teachers in the implementation of SPED

Choosing Appropriate Strategy and Motivation

The learner’s motivation is mostly regarded as a central condition for successful learning.
However, other factors like intelligence, previous knowledge and interest play an important
role as well. In the context of teaching SPED classes, strategies should be considered.
Motivation and applicable strategies in teaching as an activating orientation to a target status
which is regarded as positive in teaching-learning situation (Rheinberg, 2010).

Based from the interview, motivation is a driving force to act in order to achieve
something as articulated by the respondents during the interview:

Teacher Cactus: “In handling regular classes, it is very easy to initiate

teaching strategies, but if you are teaching learners with disabilities, you have
a limited teaching approach. Besides, it is very hard to motivate the learners
with disabilities.

Based on the statement of Teacher Cactus, the learner’s motivation is mostly regarded
as central condition for successful learning. However, other factors like the status and
learning difficulties may affect the learners’ learning. Hence, the interest among the learners
with special needs play an important role as well.

42
 Southeast Asia Early Childhood Journal, Vol. 10 (1), 2021 (37-49)
ISSN 2289-3156 / eISSN 2550-1763
http://ejournal.upsi.edu.my/index.php/SAECJ

Basically, what is problematic about learning and knowledge-gaining processes is

integrating strategies in teaching learners with disabilities. It also hard to introduce new
knowledge to them since they have their own field of interest (Friedrich & Mandl, 2012).

It clearly depicted in the statement of Teacher Cactus that, “…but if you are teaching
learners with disabilities, you have a limited teaching approach.” This statement was
supported by one of the key informants that:

Teacher Champaca: “I had a positive experienced in teaching special

education. Being a special education teacher, in terms of teaching strategies,
you should not think of it but, you should apply the applicable techniques if
you are in the actual teaching situation. I have encountered problem about it
and I have very limited teaching approaches in handling special education
classes.

Necessarily, school for learners with special needs has to be the place where students
learn how to learn and thus successfully acquire learning strategy. It means that the
statements of Teacher Champaca and Teacher Camia contribute a development of the
learners in spite of their learning disabilities. This corroborates with the study of Aquino et al.
(2019) that balance and holistic development of the children should be ensured.

According to Nachiappan et al. (2018), as a way to overcome the problem of teachers

in teaching and learning, practical teacher must have wide knowledge through extensive
reading in order to implement the various activities and more interesting. This was testified
by one of the teachers that,

Teacher Camia: “Be positive and try your best to initiate best strategy
to be employed in teaching learners with special needs.

Moreover, the responses of the key informants supported the study of Tough (2015)
that current pedagogical research focuses on student’s learning processes in general and also
on which learning strategies students should be introduced to enable effective learning.

Also, Teacher Champaca, one of the key informants mentioned that “Lack of
available and updated Teachers guide and curriculum guide and seminars among teachers”
is one of the problems she encountered. This means that in the conflict between imparting
knowledge and developing the students’ learning competence school education puts the focus
on the materials needed in teaching.

The study revealed that limited special needs education teachers in Division of Ilagan
was a problem. It was found that the special needs education teachers in some schools were
not professionally educated. They have limited strategies in dealing with the learners with
special needs. It was also revealed that the colleges that provide special needs educations for
teachers were few compared to ordinary education colleges. However, these cannot produce
enough teachers to teach special needs education schools in the entire division.

Given all the citation and testimonies of the respondent, teaching strategies and
motivation are important elements in teaching learners with special needs. Thus, it is
important for teachers to examine the learning disabilities among students as early as possible
to know what are the appropriate strategy and motivation to be used in teaching.

43
 Southeast Asia Early Childhood Journal, Vol. 10 (1), 2021 (37-49)
ISSN 2289-3156 / eISSN 2550-1763
http://ejournal.upsi.edu.my/index.php/SAECJ

Identifying Individual Needs

Recognizing individual differences of the learners is a basic concept when teachers prepare to
teach. It is a fundamental assumption of strategic teaching and learning that what we choose
to teach in the classroom should be an interaction of what we know about the variables of
instruction, learning, achievement, and contextual factors. This assumption has driven our
quest as individuals and groups to develop an instructional framework (Jones et al., 2017).

In an interview, Teacher Carnation mentioned: “I teach learners with different

disabilities in a day. It is very hard to identify their needs.” It is clearly reflected in the
statement of Teacher Carnation that “…teaching learners with special needs is very hard
because they have their individual needs.” This means that in handling Learners with Special
Needs (LSNs), individual needs must be considered. Fairness treatment should also be given
to all the students. This statement supported to the result of the study of Evans (2015) that
paying attention to the needs of students from diverse groups within your course design
including an equality analysis/impact assessment processes in your course development is a
useful way of ensuring that you give due consideration to inclusivity and accessibility. This is
also in line with the response of Teacher Pearl during the interview that:

“In instruction for me, it is very difficult to prepare because of the lack of
budget and sometimes because of over workload given to us needed to teach
our learners, we need to prepare different activities depending on the nature
of needs of our students. Truly, it is hard to teach students with varied
learning needs.”

The statement of Teacher Pearl implicates that all teachers need to have knowledge
and wider understanding of the minimum core elements in order to apply them in planning,
delivering and assessing inclusive teaching and learning and to support learners adequately
with their skills in these areas with different learning needs. Developing and improving
minimum core skills enables the SPED teacher to consider the best way to teach and support
the development of the skills of the learners with special needs.

Moreover, individual needs among the learners with special needs shall be
considered. This condition supported by some of the key informants that:

Teacher Sampaguita: “… in almost 23 years now, I can say that I can

make impossible things to become possible like letting join them activities with
regular students even they have their learning disabilities. Besides, you need
to consider their individual needs example by joining them to participate in
drum and lyre and try to compete with the regular students.”

Based from the statements of Teacher Sampaguita, she encountered the same
challenges in handling students with disabilities. This means that teachers in SPED
encountered difficulties if they have limited skills in handling the students with special needs.

Moreover, it is important that teachers especially early childhood educators should

understand parental involvement and recognize its positive effects to the teaching and
learning process (Bartolome et al., 2020). This was testified by one of the teachers that,

44
 Southeast Asia Early Childhood Journal, Vol. 10 (1), 2021 (37-49)
ISSN 2289-3156 / eISSN 2550-1763
http://ejournal.upsi.edu.my/index.php/SAECJ

Teacher Daisy: “I handle them very difficult because of their

individual needs. You need to exert more effort to cater the needs of the
students with special needs. Likewise, the special education teachers must
recognize the parental involvement in order to help their children develop
their potential.”

Challenging but Fulfilling

Douglas and Travers (2012) recognized that IEPs can assist students with special educational
needs to gain access to an appropriate education in spite of their learning disabilities. This
was supported by Teacher Gold that: “It is very challenging to teach learners with special
needs. Their performance would be the reflection of your achievement.” This means that as
SPED teacher, it is very important to help the students develop their potential in spite of their
learning difficulties. Teacher considers different factors that may help the students grow and
enhance their skills if they have. These statements were also supported by some of the key
informants that:

Teacher Santan: “…And as a teacher we should not stop aiming for the
development of the students, we need to help them grow and enhance their
skills, not only for our daily undertaking in the school, promotion but for our
contribution to the students on how they cope with their learning disabilities.”

Teacher Santan emphasized that as SPED teacher we need to extend help to the
learners with special needs not for the promotion. It also stressed out that the teacher’s
contribution to the students on how they cope with their learning disabilities is very
important. This implies that teachers’ effort and skills play a very important role in molding
and shaping the learners’ abilities and potential in school despite their difficulties.

The result of the study implies that there are some SPED teachers who are satisfied in
teaching students with learning disabilities. In this belief, understanding learning disabilities
or challenges that may impede a student’s ability to learn is vital to providing the best
possible classroom environment. Students with learning disabilities are no less intelligent
than the average student and often require very simple accommodations to maximize their
learning experience.

Acceptance and Patience

In an interview, Teacher Camia mentioned:

"My experience especially deaf, they had no medical certificate, I could even
have observed other kinds of disability but I didn't have the right to tell their
parents because they might be embarrassed if I will advise their children to
undergo check-up. It was very difficult because if I will give feedbacks and
comments on them, their parents would not let their children to attend studies
anymore. So, acceptance of the parents must be considered. In that situation,
as a teacher, I need to be more patience in handling this kind of situation."

45
 Southeast Asia Early Childhood Journal, Vol. 10 (1), 2021 (37-49)
ISSN 2289-3156 / eISSN 2550-1763
http://ejournal.upsi.edu.my/index.php/SAECJ

It is clearly stated based on the statement of Teacher Camia that “…It was very
difficult because if I will give feedbacks and comments on them, their parents would not let
their children to attend studies anymore. So, acceptance of the parents must be considered”
that in her line, through the feedbacks and comments of the SPED teachers, parents will be
immediately embarrassed. This implies that the value of acceptance must be intensified and
the essence of working as a team or partner in helping the students to be fully developed shall
be considered.

Additionally, acceptance must be given value in handling SPED classes. Teachers and
parents discussed the consequences and other significances if the parents refused to accept
the learning disabilities of their children. As one of the SPED teacher Carnation confirmed
that: “Our school head, some of my co-teachers and parents are very supportive to the
special education program. But, based on my challenges, some of the parents are deniable;
they refused to accept the reality that their children have learning difficulties. In this case, as
special education teacher, you need to be patience and considerate.” It is clearly reflected on
the statement of Teacher Carnation that “… some of the parents are deniable, they refused to
accept the reality that their children have learning difficulties” that in her line, there are still
parents who never accept the situation of their children with learning disabilities. This implies
that even the school head and other teacher extend support to the SPED program if parents
refuse to accept the reality, the ultimate goal of the SPED program would not probably
realize.

Respect Student’s Right

Since then, the right to education has been widely recognized and developed by a number of
international normative instruments elaborated by the United Nations, thus education is not a
privilege. It is a human right (Matkoba, 2018). Based on this, Teacher Gold mentioned that,
“No curriculum given for ID, AU and other learners with disabilities. Our curriculum is
based on K-12 but we often modify it base in our learning needs because it is the right of the
students to learn and study.” The statement of Teacher Gold implies that in the country the
right of the students to access quality education shall be given to them regardless of their
status. It is very essential to help the students with disabilities to access education with the
help of the teachers. This is being supported that, the state shall protect and promote the right
of all the citizens to quality education at all levels and shall take appropriate steps to make
such education accessible to all (Article XIV, Section 1).

Moreover, it is very important to consider the rights of the learners. This was stressed
out by Yusof and Ismail (2020) that the acceptance of special needs children in private
and public kindergartens is under consideration and following the rules and regulations.

Also, despite the insufficient resources and other materials in teaching students with
disabilities, the teacher finds possible ways to teach them. The teacher has the ability to
modify some parts of the curriculum in the regular classes to fit the curriculum of the SPED
classes. Teacher Tulips stressed out that, “We encountered lack of instructional materials;
the sample IMs were not provided that will be served as our basis to determine what
appropriate skills and competencies to be taught to our students. So, as a teacher, I need to
download IMs and activity sheets in the Learning Management Resource System since the
children have right for education.”

46
 Southeast Asia Early Childhood Journal, Vol. 10 (1), 2021 (37-49)
ISSN 2289-3156 / eISSN 2550-1763
http://ejournal.upsi.edu.my/index.php/SAECJ

Further, the respondents mentioned other several challenges and related problems to
the SPED. The summary of their challenges is presented in Table 1;

Table 1
Related Challenges of the Special Education Teachers

Challenges Frequency
1. Special Education teachers experienced financial constraints in teaching
2
special education.
2. Insufficient materials needed in teaching special education classes. 2
3. Instructions are affected due to other task given like coaching in special
2
events.
4. special education teachers have experienced difficulties in preparing
2
lesson plans.
5. Limited support from the stakeholders. 2
6. Delegate assignments and chairmanship to the special education teachers. 1
7. Disseminating information is not on time. 1
8. Limited knowledge on the special education Curriculum. 2
9. Infrastructure not catering for the disabled. 1
10. Lack of resources and non-inclusive curriculum. 1
11. Teachers lack competence to deal with learners experiencing challenges. 1
12. Teachers have negative attitude towards teaching learners with disabilities
and learning challenges. 1
13. Teachers assigned in special education is not their specialization. 1

Given all the related challenges of the SPED teachers, it underscores in curriculum,
financial aspects, teachers’ competence, stakeholders’ participation and school heads’
management and supervision. This only proves that full participation among the members of
the school contributes to the attainment of the objectives of the SPED classes.

CONCLUSIONS

Based on the findings of the research study, several conclusions were drawn. First, most
teachers teaching children with learning disabilities did not receive any special needs
education training from the school, they feel that they are not qualified to teach the children
with learning disability. Moreover, teachers assigned in SPED classes lack of strategies in
dealing with learners with disabilities. Second, this study revealed that the classrooms for
children with learning disabilities in Division of Ilagan at large have poor learning
environment to support the SPED such as lack of budget, curriculum guide, Instructional
Materials (IMs) and even school facilities. Third, it could be concluded that placement of
learners with special needs in an inclusive classroom with ordinary learners is not enough
with no proper support. Fourth, learners with disability did not receive all the necessary
support and services for accessing the curriculum facilities. Fifth, stakeholders supports is
very minimal to support the needs of the students enrolled in SPED classes. On the other
hand, issues and problems were solved technically to sustain the positive working
environment among school heads, teachers and stakeholders.

47
 Southeast Asia Early Childhood Journal, Vol. 10 (1), 2021 (37-49)
ISSN 2289-3156 / eISSN 2550-1763
http://ejournal.upsi.edu.my/index.php/SAECJ

In the light of the findings and conclusions drawn from the results of the study, the
Department of Education should continue strengthening the implementation of SPED in
different schools through the following recommendations. First, the Department of Education
Training and Development in collaboration with regional in service officers should organize
continuous professional development opportunities on inclusion strategies of learners with
SPED needs. In addition, workshops should equip teachers with practical skills on
instruction, collaboration, alternative forms of evaluation, classroom management, and
conflict resolution, and on how to adapt the curriculum. At the same time, the teachers’ initial
training programs should incorporate inclusive education components. Second, provisions of
human and material resources are also important for implementation of SPED needs. The
Department of Education should provide more adequate resources, equipment, and teaching
material for learners with diverse learning needs. Third, teachers handling SPED classes are
not trained in the area of Special Needs Education. Therefore, these teachers are failing to
support learners with learning disabilities adequately. The Department of Education should
recruit trained teachers, and those who are not trained should be trained through in-service
training. Fourth, proper placement of the students with learning disabilities shall be done. The
implementers of the SPED programs shall strictly adhere to the policies. Fifth, the strong
support of the stakeholders shall be encouraged by formulating active organization
spearheaded by the school head. Sixth, future research in this area should involve systematic
development work across a range of sites and settings, which also allows for the examination
of the impact of the innovations upon achievement.

REFERENCES

Aquino, L. N., Mamat, N., & Che Mustafa, M. (2019). Levels of competence in the learning domains of
kindergarten entrants. Southeast Asia Early Childhood Journal, 8(1), 37-45.
https://doi.org/10.37134/saecj.vol8.no1.5.2019
Bartolome, M. T., Mamat, N., & Masnan, A. H. (2020). Exploring kindergarten teachers’ perspectives in
parental involvement in the Philippines. Southeast Asia Early Childhood Journal, 9(1), 44-58.
https://ejournal.upsi.edu.my/index.php/SAECJ/article/view/3331
Cho, H. J., Wehmeyer, M. L., & Kingston, N. M. (2013). The effect of social and classroom ecological factors
on promoting self-determination in elementary school. Preventing School Failure: Alternative
Education for Children and Youth, 56(1), 19-28.
Dalonos, S, J. (2013). Awareness and attitudes of administrators, special education and regular teachers towards
inclusive education. Amure International Journal of Multidisciplinary, 6(1).
https://ejournals.ph/article.php?id=2582
Douglas, G., & Travers, J. (2012). Measuring educational engagement, progress and outcomes for children with
special educational needs: A review. NCSE: Trim
Evans, J. (2015). ‘What expert teachers do: Enhancing professional knowledge for classroom practice.
Professional Development in Education, 37(4). https://educapsycho.wordpress.com/2013/03/12/the-role-
of-art/
Friedrich, H. F., & Mandl, H. (eds.). (2012). Handbuch Lernstrategien. Handbook of Learning Strategies.
Göttingen: Hogrefe.
Jones, B. F., Palincsar, A. S., Ogle, D. S., & Carr, E. G. (2017). Strategic teaching and learning: Cognitive
instruction in the content areas. Association for Supervision and Curriculum Development in
cooperation with the North Central Regional Educational Laboratory. Kahler
Matkota, P. L. (2018). India right to education initiative. https://www.right-to-
education.org/page/understanding-education-right
Nachiappan, S., Ahmad Damahuri, A., Ganaprakasam, C., & Suffian, S. (2018). Application of Higher Order
Thinking Skills (HOTS) in teaching and learning through communication component and spiritual,
attitudes and values component in preschool. Southeast Asia Early Childhood Journal, 7, 24-32.
https://doi.org/10.37134/saecj.vol7.3.2018
Rheinberg, F. (2010): Strategies and motivation. Kohlhammer
Sarason, S. B. (2015). The predictable failure of educational reform. Jossey-Bass Inc.

48
 Southeast Asia Early Childhood Journal, Vol. 10 (1), 2021 (37-49)
ISSN 2289-3156 / eISSN 2550-1763
http://ejournal.upsi.edu.my/index.php/SAECJ

Tough, J. (2015). Development of meaning: Study of children’s use of language. Harper Collins Publishers
Yusof, N. I., & Ismail, H. (2020). Kekangan guru tadika untuk menerima kanak-kanak berkeperluan khas.
Southeast Asia Early Childhood Journal, 9(2), 120-131.
https://ejournal.upsi.edu.my/index.php/SAECJ/article/view/3796

49