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Lived-experiences Of Sped Teachers Teaching Learners Paper

Words: 1118, Paragraphs: 27, Pages: 4

Paper type: Essay, Subject: Teaching

Chapter 4

Presentation, Analysis and Interpretation of Data

This chapter presents analyses and interprets the data on the lived-experiences of SPED teachers teaching learners with difficulty in remembering and concentrating.

Challenges

The major themes that emerge from the lived experiences and challenges is shown in figure 3.

Figure 3. Major Themes on Challenges

There were five major themes that came-up towards the challenges of SPED teachers in teaching DIFREM learners: Teaching Difficulties, Instructional Materials, Curriculum, SPED Fund, and Training Needs.

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Teaching Difficulties. One of the major themes that came-up in the challenges of teaching DIFREM learners was teaching difficulties. This was manifested in the following statements.

Academics:

“Dili sayon ang pagtudlo sa mga DIFREM…labi na dugay kaayo sila makasabot interms sa ilahang comprehension. [Teaching DIFREM is not easy … because they have slow comprehension].” -SPED Teacher2

“Dili sayon tungod kay kinahanglan akong mahatag kanina ang ilang mga kinahanglanon sa pagkat-on matubag bisan pa sa ilang difficulties. [It is not easy because I need to see to it that their learning needs are met despite their experienced difficulties].” -SPEDTeacher3

“Kanang lisod ba sila tudluan nga sabton jud nako sila kay dili jud diay siya ingon na kung unsa imong gusto mao jud ang matuman. [Teaching DIFREM is not easy, as I have to understand learners with special needs. It requires me to adopt my teaching to their level].” – SPEDTeacher5

Teaching Strategies:

“Sa teaching strategies ga struggle ko ani kay bisan pa gibalik balik nako ang lessons ug tudlo, at the end of the year daw paminaw nako na hala oi mura man wala’y nakat-unan akong mga DIFREM. Ma feel nako na wala ko’y accomplishment nahimo which is very annoying. [I am struggling on what appropriate teaching strategies I must use for my DIFREM. Even if I applied the repetitive teaching approach I felt that somehow they do not learn from me. It is annoying on my part].” – SPEDTeacher6

“Ga lisod ko unsaon pagtudlo labi na sa mga activities na angay para sa akong mga DIFREM. Dili ko kabalo sa mga teaching strategies ug techniques na suited jud para nila. [I do feel teaching difficulties. I do not know the appropriate teaching strategies and techniques suited for them].” – SPEDTeacher7

Behavior Management:

“Lisod sila tudluan labi na ug mag tantrums. I motivate lang jud nako sila aron akong makuha ilang attention. [Teaching or handling DIFREM is not easy. It is, especially, during their tantrums and I have to constantly motivate them to gain their attention].” – SPEDTeacher1

Self-Help Skills:

“Lisod sya pero kung moabot na ilang mastery rewarding na sa imuha. Aside sa academics mag focus pod ko sa ilahang self-help skills. [Teaching DIFREM learners is not easy. It’s because they need more time to gain mastery, especially those self-help skills].” – SPEDTeacher4

Almost all SPED teacher participants’ lived experiences was having teaching difficulties in academics, teaching strategies, behavior management, and self-help skills.

These SPED teacher participants have experienced that teaching DIFREM learners are difficult to handle.

SPED teacher participants expressed the reasons that teaching and handling DIFREM learners was difficult to handle because the learners are often difficult to teach especially when they are experiencing tantrums; what would be the appropriate teaching strategies be used when behavior strikes like tantrums. They are not quick to learn the lessons; then, we need to really understand them because they have different, varied learning needs, so sacrifices on our part, are necessary. Moreover, not all of us teachers in terms of qualification are teacher education graduates major in SPED. Though we have learned things when we had availed ourselves of scholarships and have earned master’s units in SPED, yet, our knowledge seems not sufficient as we were only exposed to learning theories of special education. Somehow, teachers really need to demonstrate sacrifices, especially, in letting the children learn through hands-on training strategy.

This was supported by Gatens (2016) that teaching will never be an easy profession. That much we know, but we also know that being a teacher is far more than just a job or a backup plan. And to do it well, you’re going to have to be prepared to make sacrifices that stretch beyonds own capacity.

Prinsloo (2001), that teacher find it very difficult to deal with DIFREM learners especially if the teacher is not major in SPED in their undergrad studies. The teacher’s lack of the necessary knowledge, skills and expertise to understand and assist these learners, causes frustration and difficulty in teaching. These cause serious feelings of inadequacy which disrupts effective teaching and successful learning.

Instructional Materials. Another major themes that came-up in the challenges of SPED teachers in teaching DIFREM learners was instructional materials. This was supported by the following responses.

SPEDTeacher1, “Problema jud ang IM’s, dapat provided pod unta ta aron ang kakulangon matagaan ug pagtagad. [Instructional Materials are a pressing problem so that we can teach the learners well].”

SPEDTeacher3, “Dako jud ang panginahanglanon sa tulunghaan tungod kay dili provided ug IMs ang special classes nga makatabang unta kanatong mga SPED teachers. [There is a need that school has all instructional materials to aid the teachers].”

SPEDTeacher5, “Kung buot nato nga ang atong mga estudyante nga makakat-on og maayo, kita kinahanglan adunay mga IMs sa pagtudlo nga tinuod nga motubag sa mga panginahanglan sa mga bata. [If we want our learners to learn well, we need to have teaching materials that will truly answer the needs of the learners].”

SPED Teacher 7, “Bisan pa ug naa ta’y IMs na kita’y gahimo ug nag gasto, pero mas maayo unta jud naa’y available na IMs na appropriate para sa mga learners. [Though we can have materials of our making and expense, it is better if there are available teaching materials that appropriate to the learning needs of the learners].”

SPEDTeacher8, “Ang kakulangon sa IMs usa ka panginahanglan nga atong nasinati sa pagtudlo sa mga DIFREM. [Lack of teaching materials is a need that we are experiencing in teaching DIFREM learners].”

Five out of eight participants expressed that instructional materials used for teaching DIFREM were also a challenge experienced.

Participants expressed the reasons that instructional materials were a challenged because the government did not provide any appropriate teaching materials needed; they ended by insisting that they will continue to use the local teaching materials they personally made and personally financed so as to help their learner.

This is supported by the study of Delacruz (2018) that instructional materials were one of the problems that our public school has faced. Because teachers most often come up with their own teaching materials which they can use in teaching the learners. The DepEd should have provided them with IMs that are appropriate for the DIFREM learners and are ready to use to effect an effective teaching-learning event in the classroom.

Curriculum. Other major theme from the challenges in teaching DIFREM learners was the curriculum. This was supported by the following responses:

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Lived-experiences Of Sped Teachers Teaching Learners. (2019, Nov 28). Retrieved from http://paperap.com/lived-experiences-of-sped-teachers-teaching-learners-with-best-essay/

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