Published by : International Journal of Engineering Research & Technology (IJERT) http://www.ijert.

org ISSN: 2278-0181

Vol. 9 Issue 05, May-2020

EFFECTIVE Teaching Approaches in Special

Education Program: A Literature Review
Manelyn Del Carmen L. Tabay Irene A. Gesalago
Teacher I, Minglanilla I District Teacher III, Minglanilla I District
Minglanilla, Cebu Minglanilla, Cebu

Miel Jane P. Patalingjug Emmanuel A. Tapales

Teacher III, Naga City Division Naga, Teacher I, San Fernando District
Cebu San Fernando, Cebu

aspects of disabilities and giftedness (Pearson Higher Ed,

Abstract: To address the individual’s differences and 2013).
special needs, Special Education is the practice of II. II. OBJECTIVES
educating students. It tailored to meet the needs of The impetus of this paper is to analyze the best practices
students with disabilities. Effective teaching of Special Education used by the Special Education
approaches for Special Education Program are ways Centers. This study specifically seeks to answer the
to identify and achieve the main goal on Special following questions:
Education. This study examines the effective 1. What are the approaches commonly used in teaching
teaching approaches in Special Education Program children with Special Education Needs (SEN) in?
with contextual variables included as controls are a. Asia
identified. These looked at the influences of personal b. United States of America
characteristics in support for various educational
c. Europe
teaching approaches and best practices. Data were
d. Africa
gathered from data mining. Special education
e. Australia
teacher must incorporate satisfying and effective
teaching approaches in special education to improve 2. Among the five continents, what teaching
the quality and learning process of education. approaches give best results in handling this type of
learners?
Keywords: International Approach, International 3. What are the strengths and limitations of the
Approach, Children with Special Needs, Pre-Service different teaching and learning approaches used?
4. Based on the findings, what recommendations
Centers, Special Needs Education, Additional needs
can be implemented to improve the Special Education
Program in the Philippines?
I. INTRODUCTION
Persons with disabilities are almost always worse off
III. DESIGN AND METHOD
than persons without disabilities in terms of educational
This research uses a systematic search and review design.
access and learning outcomes. In addition, women with
A data mining process which extracts the information
disabilities re often less likely reap the benefits of formal
from large scale of data to find some important values or
education than disabled men (UNESCO Institute for
convert the information into knowledge. This method is
Statistics, 2018). Inclusive Education embraces the
also very useful and efficient procedure for finding
philosophy of accepting all children regardless of race,
interesting knowledge and constraints from the raw data.
size, shape, color, ability or disability with support from
The content and presentation of this paper utilizes related
school staff, students, parents and the community
studies or reviews as benchmark in finding the most
(DepEd Order No. 72, s. 2009). Special education the
preferred effective teaching approaches in Special
education of children who differ socially, mentally, or
Education Program. Furthermore, this research work
physically from the average to such an extent that they
attempts to answer the best practices and constraints
require modifications of usual school practices
meet during the planning process and how these issues or
(Britannica.com). It provides students with identified
concerns are solved.
disabilities specialized instruction designed to meet their
unique learning needs, giving them the opportunity to
develop to their fullest potential (IDEA). Exceptional
learners are an outstanding introduction to the learners
and their education. Emphasizing classroom practices as
well as the psychological, sociological. And medical

IJERTV9IS050526 www.ijert.org 977

(This work is licensed under a Creative Commons Attribution 4.0 International License.)
Published by : International Journal of Engineering Research & Technology (IJERT) http://www.ijert.org ISSN: 2278-0181
Vol. 9 Issue 05, May-2020

IV. PRESENTATION OF DATA AND ANALYSIS

Table 1.0 THE APPROACHES COMMONLY USED IN TEACHING CHILDREN WITH SPECIAL EDUCATION NEEDS
(SEN)
COOPERATIVE APPROACH
CONTINENT COUNTRY CONFUCIAN FOR STUDENTS W/ HEALTH S.E.A.T
APPROACH IMPAIRMENT FRAMEWORK
Hong Kong 43.21 20.89 35.9
ASIA Korea 25.08 39.98 34.94
Thailand 35.19 24.16 40.65
TRADITIONAL
ERRORLESS TEACHING INTERNATIONAL APPROACH APPROACH W/
APPROACH MODERN
COUNTRY
TREATMENT
USA 33.40 33.18 33.42
AMERICA Memphis 32.89 33.59 33.52
Canada 33.45 33.15 33.40
INTENSIVE INTERACTION AND CO-OPERATIVE
INTERNATIONAL SENSORY BASED APPROACH LEARNING
COUNTRY APPROACH
Greece 42.10 34.89 23.01
EUROPE Manchester 26.45 40.32 33.23
Ireland 26.79 34.32 38.89
PEDAGOGICAL INCLUSIVE EDUCATION THREE-YEAR
COUNTRY APPROACH MIX METHOD
South Africa 52.13 33.45 14.42
AFRICA Ethiopia 20.35 40.67 38.98
Malawi 35.89 17.9 46.21
THERAPEUTIC ALTERNATIVE FUNDING UNIVERSAL
COUNTRY APPROACH APPROACH DESIGN FOR
LEARNING
Australia 43.14 33.13 23.17
New Zealand 32.89 39.32 27.79
AUSTRALIA Papua New 41.09 17.24 41.67
Guinea

IJERTV9IS050526 www.ijert.org 978

(This work is licensed under a Creative Commons Attribution 4.0 International License.)
Published by : International Journal of Engineering Research & Technology (IJERT) http://www.ijert.org ISSN: 2278-0181
Vol. 9 Issue 05, May-2020

Interaction and Sensory Based Approach which has an

As presented in table 1.0, the data shows that in Asia, average of 40.32% and the lowest is Co-Operative
Confucian Approach is commonly used in teaching Learning which is Ireland which has an average of
children with Special Education Needs particularly in 38.89%.
Hong Kong with an average of 43.21%, followed by In Africa, the country that has the highest average is
SEAT Framework with an average of 40.65 and lowest South
average is Cooperative Approach for Students with Africa which has an average of 52.13 using Pedagogical
Health Impairment which has 39.98%. Approach, next is Malawi which has an average of
Meanwhile in America, the International Approach in 46.21% which is Three- Year Mixed Method and
Memphis is commonly used with an average of 33.59%. Inclusive
Followed by Errorless Teaching Approach with an Education has the least average which is 40.67 in
average of 33.45 % in Canada and the lowest has an Ethiopia. Moreover, in Australia, the Therapeutic
average of 33.42% which is Traditional Approach with Approach has the highest average which is 43.14%
Modern Teaching. followed by 41.67% which is Universal Design for
In Europe, the country that has the highest average is Learning Approach in Papua New Guinea and has the
Greece least average is New Zealand which Alternative Funding
which has 42.10% using International Approach, Approach which has an average of 39.32%.
followed by Manchester which uses Intensive
Therapeutic Approaches, Australia has the highest
As presented on table 2.0, the survey shows that among percentage which it has 43% and it is the highest while
the four approaches used in Special Education Program Hong Kong has the least percentage which is 17.16%.
the International Approach has the highest mean This shows that educational system in Australia is the
percentage score of 30.02%, followed by Therapeutic responsibility of individual states and territories.
approach with 23.07%, Confucian Approach has 22.66% Consequently, each jurisdiction has its own Education
and Pedagogical Approaches has the lowest mean Act and establishes its own agenda regarding the
percentage of 20.25%. education of students with special needs. Whereas, there
are many similarities between the content of individual
International Approach is commonly used in five (5) Acts the options for the education of students varies quite
countries across the continents of the world. Greece has considerably, due to the autonomy of decision making
the highest percentage of 42.10% while Hong Kong has within each authority. The geographical vastness of the
the lowest percentage which is 20.23%. continent also impacts enormously on the availability of
This implies that the issue of identification of students school options with many children being unable to attend
with learning disabilities (LD) is extremely important for a traditional local community school (Forlin, 2005). Two
the obvious reason that identification affects the person’s broad philosophical influences have dominated the
academic and social functioning and success in life. As debate in Australia regarding inclusive placement options

Table 2.0 THE SPECIAL EDUCATION APPROACHES COMMONLY USED IN SPECIAL EDUCATION CENTERS

Confucian International Approach Pedagogical Therapeutic

Countries Approach approaches approaches
Hong Kong 43.21 20.23 19.40 17.16
Australia 12.62 21.81 22.43 43.14
Memphis 24.92 33.59 18.60 22.89
Greece 27.30 42.10 8.71 21.89
South Africa 5.23 22.39 52.13 20.25
Mean Percentage
22.66 28.02 20.25 25.07
such, educators and policy makers are faced with the fact (Dempsey & Foreman, 1997). Some professionals (e.g.,
that asset of valid criteria is needed because their absence psychologists), argue that inclusion should provide a
can truly ruin a person’s life (Sideridis, 2007). single educational setting but offer a continuum of
Interestingly, these characteristics appear to be, at times, services. Others propose that all children have a right to
even more important compared to the formal be in the mainstream all the time and that no alternative
identification criteria (e.g., cognitive variables) when withdrawal options should be available. In 2006, both
used for identifying students having LD (Sideridis, types of inclusive practices may be found in Australia
Morgan, Botsas, Padeliadu, & Fuchs, 2006) and they (Forlin, 2006).
have also been shown to be important intervening In Confucian Approach, Hong Kong has the highest
variables (Garcia & de Caso, 2004, 2006). percentage which is 43.21% and South Africa has 5.23%
which is the lowest percentage in Confucian Approach.

IJERTV9IS050526 www.ijert.org 979

(This work is licensed under a Creative Commons Attribution 4.0 International License.)
Published by : International Journal of Engineering Research & Technology (IJERT) http://www.ijert.org ISSN: 2278-0181
Vol. 9 Issue 05, May-2020

This indicates that the inclusive education system is, Fulcher (2015) indicated that there is a need to make
however, noticeably starting to gain increased legal, administrative and educational arrangements for
momentum as the Asia- pacific region follows the individuals with special needs to benefit from equal
international trend to embrace the ideology of greater education and life opportunities as individuals with
inclusivity. The focus is no longer on those students who normal developmental characteristics.
exhibit a specific disability. Inclusion seeks to address Individuals with special needs have different
the needs of all students who may have difficulty in requirements and characteristics from their peers with
accessing the mainstream curriculum and attempts to do typical development in terms of physical, social, mental
this within a whole school approach to diversity (Forlin, and emotional development. Individuals with special
2005). According to Confucius, the philosophical needs might differ significantly from the level expected
underpinning regarding people with disabilities is that from his or her age in terms of individual characteristics
they should be cared for with tolerance and acceptance and educational competence for various reasons
(Pang and Richey, 2006). According to Piao (1991), the (Baglama, Serttas and Demirok, 2017; Bateman and
support for people with disabilities and the expectation Bateman, 2014).
that they should be treated in an honorable way was Some of the problems include:
enacted at least a thousand years before similar human 1. Need for different types of studies and
rights perspective were initiated in the West. interventions: Studies that explore system- and school-
In Pedagogical Approaches, South Africa has 52.13% level interventions, rather than focusing on improving
which is the highest percentage and Greece has the the skills of individual children are also needed (Kuper
lowest percentage which is 8.71. et al, 2018; The Impact Initiative, 2018).
This implies that the practice of inclusive education has 2. Need to generate better quality data: There was
been widely embraced as an ideal model for education, a lack of evidence regarding outcomes other than
both in South Africa and internationally (Maher, 2009). educational skills, such as academic achievements (e.g.
However, this acceptance of ideal practices does not high school graduation achieved), social inclusion at
necessarily translate into what actually occurs within the school, and stigma reduction (Kuper et al, 2018).
classroom. Successful inclusion depends on the attitudes 3. Benefits for students with and without
and actions of school principals (Zollers, Ramanathan & disabilities: Many of the papers highlight older research
Yu, 1999) and the investment of other school personnel that demonstrates the benefits of inclusive education
as they create the school culture and have the ability to not only for students with disabilities, but also
challenge or support inclusion (Ainscow, 2002). especially for students without disabilities, both
Research has found that although teachers often report academically and socially (Hehir et al, 2016). Many of
that they agree with the idea of inclusion, they actually the studies argue that in general separate educational
believe that the needs of learners with disabilities are settings for children with disabilities are not as
best met in separate classrooms (Campbell, Gilmore & beneficial as more integrated settings (Oh-young and
Cuskelly, 2003), particularly those learners with greater Filler, 2015). However, others argue that it cannot
special needs and more severe disabilities (Scruggs & unequivocally be concluded which setting has the
Mastropieri, 1996). According to Bornman and Rose greatest effect on the scholastic and social development
(2010:7), “[a] general lack of support and resources, as of special needs pupils (Dyssegaard and Larsen, 2013).
well as the prevailing negative attitudes toward It is important to note that the majority of the research
disability, all contribute to the general bewilderment in these findings were based on were from the US and
South African schools towards inclusion” (Donohue & other high-income countries. 4. Barriers and lack of
Bornman, 2014). This situation still prevailed in 2013, finance: Significant barriers exist that prevent inclusive
despite the push for the educational inclusion of learners education from being implemented or used to its fullest
with disabilities more than a decade ago by the South extent. Many school systems in developing countries
African policy document, Education White Paper 6 lack the financial capita, resources, or teachers trained
(Department of Education, 2001). This document aimed in special education to properly assimilate special needs
to establish a system where, with the assistance of students into mainstream classrooms. There is also a
appropriate support, learners with disabilities learn scarcity of information on financing of inclusive
alongside peers of the same age (Pivik, McComas & education (European Agency for Special Needs and
Laflamme, 2002, Donohue & Bornman, 2014 ). Inclusive Education, 2016: 44).
5. Effectiveness of different interventions not clearcut:
IV. FINDINGS, CONCLUSIONS and Results from several of the studies show that peer
RECOMMENDATIONS tutoring can be an effective strategy for including
Inclusion is a term used to describe one option for the special needs pupils in mainstream education
placement of special education students. These inclusive (Dyssegaard and Larsen, 2013). Kuper et al (2018)
programs are sometimes referred to as mainstreaming, found ‘promising evidence’ that primary education
which is the selective placement of students with interventions in developing countries are effective, but
disabilities in regular education classrooms. better quality evidence is needed. There was insufficient

IJERTV9IS050526 www.ijert.org 980

(This work is licensed under a Creative Commons Attribution 4.0 International License.)
Published by : International Journal of Engineering Research & Technology (IJERT) http://www.ijert.org ISSN: 2278-0181
Vol. 9 Issue 05, May-2020

evidence to draw conclusions on effectiveness of early [17] Goldenberg, C. (2003) Settings for School Improvement.
International Journal of Disability, Development and Education,
education and secondary education interventions.
50 (1), 7-16.
[18] Goldstein, H. (2002) Communication intervention for children
V. REFERENCES with autism: a review of treatment efficacy. Journal of Autism
[1] Agha, Z., & ELDaou, B. (2018). The role of the special education and Developmental Disorders, 32 (5), 373396.
centers in developing students’ holistic wellbeing. Journal of [19] Graham, S. (1999) Handwriting and Spelling Instruction for
Education and Special Education Technology, 4(1), 1-13. Students with Learning Disabilities: A Review. Learning
https://doi. org/10.18844/jeset. v4i1.4056 Disability Quarterly, 22 (2), 78-98.
[2] Argyropoulos, V., & Chamonikolaou, S. (2016). Investigating [20] Graham, S., Harris, K. et al. (1998) Developing Self-regulated
key functions of hand movements by individuals with visual Learners. Emotional and Behaviour Disorders. R. Whelan,
impairment: Improving instructional practices in special Denver, Colorado, Love.
education through research. Contemporary Educational [21] Greenberg, M. and Kusche, C. (1998) Preventive intervention for
Researches Journal, 6(1), 2-10. https://doi. school age deaf children: the PATHS curriculum. Journal of Deaf
org/10.18844/cerj.v6i1.485 Studies and Deaf Education, 3 (1), 50-63.
[3] Akçamete, A. G. (2015). Genel Eğitim Okullarında Özel [22] Haskins, R., & Adams, D. (1983). Parenteducationand public
Gereksinimi Olan Öğrenciler ve Özel Eğitim (2. Baskı). Ankara: policy: Synthesis and recommendations. In R. Haskins & D.
Pegem Publishing. https://www.pegem.net/kitabevi/118696Genel- Adams (Eds.), Parent education and public policy (pp. 346-373).
Egitim-Okullarinda-Ozel-GereksinimiOlan-Ogrenciler-ve- Norwood, NJ: Ablex.
OzelEgitim-kitabi.aspx [23] Hill, R. B. (1971). The strengths of Black families. New York:
[4] Babbage, R., Byers, R. and Redding, H. (1999) Approaches to Emerson Hall. Karnes, M. B., Linnemeyer, S. A., & Myles,G.
Teaching and Learning: including pupils with learning (1983). Programs for parents ofhandicapped children. In R.
difficulties. London: David Fulton Publishers. Haskins & D. Adams (Eds.), Parent education and public policy
[5] Bairstow, P., Cochrane, R. et al. (1993) Evaluation of Conductive (pp. 181-210). Norwood, NJ: Ablex.
Education for Children with Cerebral Palsy final report part I. D. [24] Keesling, J. W., & Melaragno, R. J. (1983). Parent participation
Report. London: HMSO. in federal education programs: Findings from the federal
[6] Baranek, G.T. (2002) Efficacy of sensory and motor interventions programs survey phase ofthe study of parental involvement. In R.
for children with autism. Journal of Autism and Developmental Haskins & D. Adams (Eds.), Parent education and public policy
Disorders, 32(5), 397-422. (pp. 230256). Norwood, NJ: Ablex.
[7] Barton, C. (1995) Disabling Schools and colleges. In J.E. [25] Mannan and Turbull. (2007). A Review of CommunityBased
Cornwall, Rehabilitation Evaluation: Quality of Life as an Outcome
(ed.) Choice, Opportunity and Learning: Educating children and Measure for Future Evaluation.
Young People Who are Physically Disabled. London: David [26] Norris & Colss, 1999Norris, C., & Closs, A.(1999). Child and
Fulton Publishers. parent relationships with teachers in schools responsible for the
[8] Bear, G.G., and Minke, K.M. (2002) Self-concept of students education of children with serious medical conditions. British
with learning disabilities: A meta-analysis. School Psychology Journal
Review, 31(3), 405-427. [27] O’Reilly, A. (2007). The right to decent work of persons with
[9] Beckman, P. (2002). Strategy Instruction. Arlington, VA: ERIC disabilities. Geneva: ILO. Park, K.S. (2010). Current status of
Digest E638. science education in special classes for students with disabilities
[10] Beelmann, A. and Brambring, M. (1998) Implementation and (Unpublished Master thesis). Chosun University, Gwanju,
effectiveness of a homebased early intervention program for blind Republic of Korea.
infants and pre-schoolers. Research in Developmental [28] Park, S.H., Lee, H., & Heo, S. (2015). Current status of the
Disabilities, 19, 225-44. instructional practices of special and inclusive classes in
[11] Bloh, C., Scagliotti, C., Baugh, S., Sheenan, M., Silas, S., & nationwide middle schools in Korea. Special Education Research,
Zulli, 14(1), 27–62.
N. (2017). Using Errorless Teaching to Teach Generalized [29] Park, J., Chu, H.E., & Martin, S. (2016). Exploring how Korean
Manding for Information Using “How?”. The Journal of Special teacher's attitudes and self-efficacy for using inquiry and
Education Apprenticeship, 6(1), 4. language based teaching practices impacts learning for culturally
https://scholarworks.lib.csusb.edu/josea/vol6/iss1/4 and linguistically diverse students: Implications for science
[12] Braga-Kenyon, P., Guilhardi, P., Lionello-Denolf, K. M., & teacher education. EURASIA Journal of Mathematics, Science
Dube, W. V. (2017). Teaching visual conditional discriminations and Technology Education, 12(7), 1799– 1841
using errorless learning: The role of prompts requiring simple and [30] World Health Organization and World Bank. (2011). The world
conditional discriminative control. European Journal of Behavior report on disability. New York: WHO and World Bank. Retrived
Analysis, 18(2), 180-194. https:// from www.who.int/disabilities/world_report/2011/report.pdf.
doi.org/10.1080/15021149.2017.1309624 Accessed June 1, 2018
[13] European Agency for Development in Special Needs Education / [31] Yoon, W. (2017, April). I want to get married, but I can’t. Chosun
Meijer, C.J.W. (Editor) (2003) Special education across Europe in News. Retrieved from http://news.tvchosun.com/site/
2003: Trends in provision in 18 European countries. Middelfart: data/html_dir/2017/04/22/2017042290121.html. Accessed June
European Agency for Development in Special Needs Education. 16, 2018.
[14] European Agency for Development in Special Needs Education /
Meijer, C.J.W. (Editor) (2003) Inclusive education and classroom
practices. Middelfart: European Agency for Development in
Special Needs Education
[15] Federal Ministry of Education and Research (2002) Economic
and Social Conditions of Student Life www.studentenwerke.de
/se/2001/zusammenfassung_en.pdf Heiman, T. and Kariv, D.
(2004) Coping experience among students in higher education
Educational Studies Vol 30, No 4, 441 – 455
[16] Goldbart, J. (1994) Opening the Communication Curriculum to
Students with PMLDs. Educating Children with Profound and
Multiple Learning Difficulties. London: David Fulton Publishers.

IJERTV9IS050526 www.ijert.org 981

(This work is licensed under a Creative Commons Attribution 4.0 International License.)