Dapat daghan jud ta ug mga estratehiya kay different man ang mga CWID ug learning styles.Kinahanghan ma train unta ko ani. [We need a lot of strategies because of different learning styles of the CWID. I need to be trained about this].” – P2
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 CWID.
Ma feel nako na wala ko’y accomplishment nahimo which is very annoying.Training para ani ako kinahanglan jud. [I am struggling on what appropriate teaching strategies I must use for my CWID. Even if I applied the repetitive teaching approach I felt that somehow they do not learn from me. It is annoying on my part. Training must need by me.].” – P4
Ga lisod ko unsaon pagtudlo labi na sa mga activities na angay para sa akong mga CWID. Dili ko kabalo sa mga teaching strategies ug techniques na suited jud para nila.Hope nay training aning teaching strategies. [I do feel teaching difficulties. I do not know the appropriate teaching strategies and techniques suited for them. Hope there must be a training.].” – P5
Teaching CWID needs me to be trained. I need more training on the curriculum and its implementation. She added, I also need more training on teaching strategies. I need training because I am not much exposed to the curriculum for my area of specification is teaching visually impairment learners.
Because of many enrolled learners in our school, we lack teachers. That is how I always seek help from other SPED teachers from other schools, especially, on interventional programs for their learning. Their shared advice and experiences help me as a SPED teacher.”- P6
Akong na experience sa akong pagtudlo sa CWID kanang nangayo ko og tabang gikan sa ubang mga magtutudlo gikan sa ubang mga eskwelahan sa SPED. Hearing impairement man akoang major sa MAED nako as scholar but tungod kay kulang mi ug teachers mao na akong gidawat ang mag tudlo sa CWID. Dili lang jud ko kabalo unsaon pagtudlo pa jud nila.So wala jud ko na train unsaon pag handle aning CWID. [My experience in my teaching with LSENs is asking help from other teachers from other SPED schools. This is so because I am a graduate of hearing impairment in my MAED. Yet, I am teaching learners with CWID. I really do not know what and how to teach for I was not train on how to handle CWID].”- P7
The participants expressed that teaching CWID needs training for those who will be handling these children, particularly the SPED teachers.
The participants expressed that teaching children with intellectual disability required training because the teachers were not much exposed to the curriculum and that they needed to be abreast of the effective teaching strategies. Besides, inasmuch as some teachers were not specialized in CWID, training is a must to equip teachers the required knowledge and appropriate skills to better address the learning needs of the children with intellectual disability.
This is supported by the study of Mader (2017) that stated that SPED teachers must have training to provide a high-quality education based on a child’s needs. Special education teachers may require specific training in different types and on how to negotiate collaborative relationships with the intellectually disabled children (Scruggs, Mastopieri & McDuffie, 2007).
Educators who teach learners with barriers to learning require specialized training. The basic professional training such as the entry level, must prepare the educator to respond to a wide range of children needs. All educators must be prepared to accommodate diversity among children and to recognize the need of some children for alternative instruction (Landsberg, 2011).
The concepts that emerged under coping mechanisms include Consultation with Colleagues, Teacher’s Resourcefulness, and Curriculum and its Modification.
Consultation with Colleagues. Based on the in-depth interview, the participants have consulted with colleagues whenever they experienced teaching difficulties. This was manifested in the following statements.
Ga bench mark ko sa other SPED school sa mga co-SPED teachers nako nag ask ko ug unsa’y akong buhaton sa ani na klasing bata unsay intervention na angay para nila. Ang ilang gipaambit nga tambag ug mga kasinatian nakatabang kanako isip usa ka magtutudlo sa SPED. [I always seek help from other SPED teachers from other schools, especially, on interventional programs for their learning. Their shared advice and experiences help me as a SPED teacher].” -P6.
Tungod kay Hearing impairement man akoang major sa MAED nako as scholar but tungod kay kulang mi ug teachers mao na akong gidawat ang mag tudlo sa CWID, Dili lang jud ko kabalo unsaon pagtudlo pa jud nila. Mao na kanunay ko ga ask ug help sa co-SPED teachers nako [My experience in my teaching with CWID is asking help from other SPED teachers from other SPED schools. This is so because I am a graduate of hearing impairment in my MAED. Yet, I am teaching learners with CWID. I really do not know what and how to teach].”- P 7
To help the learners learn, I have to do some initiative – that is, by seeking help from other SPED teachers – the strategies, and the what and how to teach which really help me a lot.” -P 8
Three participants conveyed that they readily consulted their problems with colleagues, who might be able to give them wise advice on how to handle their children with intellectual disability.
Participants consulted other SPED teachers to learn more of interventions, and teaching strategies that could really help the children with intellectual disability to learn. Since not all SPED teachers specialized in handling CWID, there is a need to seek help from other SPED teachers who could share valuable information to achieve effective teaching-learning in the classroom.
This was also stressed by Dieker (2018) that consulting help from colleagues can be successful for they have had time to define their roles and are given continued time to help. Asking help to co-SPED teachers is a model that emphasizes collaboration and communication to meet the needs of children with intellectual disability.
Teacher’s Resourcefulness. One of the means used to cope the challenges of the participants was resourcefulness. This was manifested by the following statements:
Maka himo man pod ko ug IMs na naa sa internet. [I can make teaching materials through the use of internet.].” -P1
“Ga search ko gikan sa google katong ready to print na applicable sa akong mga bata. [I find time to search from google especially to those ready to print IMs that are applicable to my children].”-P3
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