Roles, Responsibilities and Challenge of Special

Education Teachers in the Division of Capiz

Angie Faith V. Espino

Chapter 1

Introduction to the Study

This chapter is composed of five parts namely:

1) Background and Theoretical Framework of the Study, (2)

Statement of the Problem and the Hypotheses, (3)

significance of the Study, (4) Definition of Terms, and

Delimitation of the Study.

Part One, Background of the Study, presents the

introduction, justifies the need for the investigation and

presents the theoretical framework, this serves as the frame

of reference in the conduct of this research work.

 Part Two, Statement of the Problem and the

hypothesis, presents the general and the specific

problems that the study seeks for an answer and the

hypotheses to be tested.

Part Three, Significance of the Study, spells out

the recipients of the study and clearly discusses how

each of them will benefit from the result of the study.

Part Four, Definition of Terms, defines important

terms and key variables in the study, conceptually and

operationally.

Part Five, Delimitation of the Study, discusses the

scope of the research which includes the locale, research

design, participants, sampling procedure, research

instruments used, statistical tools employed and the level

of significance.

Background and Theoretical Framework of the Study

Teachers are the cornerstone of children’s

development. An effective and efficient teacher offers

inspiration and encouragement so that students achieve

success inside and outside the classroom. When it comes to

children with special needs, teachers must possess

characteristics that help them deal with physical and

cognitive disorders.

Being a special education, one must have the five trait

to become effective. These are: Patience, Organization,

creativity, acceptance, and Intuitive and Calming Nature.

Patience is very important in teaching special child. Since

this type of pupils takes longer to perform simple tasks,

understanding is key for development. No matter how long it

takes, a special education teacher must give a child time

to complete the task. Having a good sense of humor will

help along the way. Although the classroom is a place for

serious learning, dealing with a special needs child will

require the ability to create a cheerful environment that

empowers this type of student to gain success.

Organization is key for all teachers, especially those

who deal with disabled students. When a child is taught in

an organized environment, he or she will have higher

confidence levels. Since all children have different

learning styles, a special education teacher must have the

ability to adapt lessons that work for the strengths of

each child. In certain circumstances, students may function

well but have social interaction problems. Others may not

be able to perform basic speaking or motor skills. While

designing daily activities and plans for the classroom, a

teacher must get creative in order to accommodate all of

the children’s needs. Since disabilities may manifest

differently each day, planning must remain flexible as well.

Certain children find it difficult to express their

feelings, especially when they have communication problems.

Oftentimes, special needs students withdraw or act

negatively when they get confused or feel overwhelmed. A

special education teacher must use his or her intuitive

skills to uncover the underlying reasons behind the poor

behavior.

Also, it is essential to provide a calm temperament

when dealing with these type of students. An effective

teacher will be able to calm his or her students so that

anxiety is reduced. When children feel safe, they are more

likely to be open to learning.

Special education teachers require a number of skills

different from traditional educators. They play a vital

role in the classroom and must work hard to maintain

balance. The above traits are just a few characteristics

that create an environment that works well for children

with physical and emotional disabilities. When a teacher

possess these virtues, special needs students are sure to

thrive.

Special education teachers require a number of skills

different from traditional educators. They play a vital

role in the classroom and must work hard to maintain

balance. The above traits are just a few characteristics

that create an environment that works well for children

with physical and emotional disabilities. When a teacher

possess these virtues, special needs students are sure to

thrive.

The nature of a special education teacher’s work is

very different from that of traditional teachers; the result

of this is that standard classroom teachers may not view

them as colleagues. There may be a professional stigma

attached to the work of teaching “slow” students.

The role, responsibility, and challenges of the

special education teachers cover a widespread. It is so

challenging to become one, in the sense that you will be

dealing with pupils having disabilities.

While a special education teacher may start their

career with the intention of helping disabled students

become productive members of society, they face several

challenges that make the task extremely difficult.

 Teaching is a uniquely difficult job, one that comes

with a set of huge responsibilities; however, many people

fail to recognize the teacher’s role. The various

disabilities of the students with whom special education

teachers work multiplies the job’s difficulty. Special

education teachers are largely unrecognized and unsupported

by the public.

Being one among the special education teacher, the

researcher would like to explore deeper on how to perform

her role, to do her responsibilities effectively and to

handle many challenges that surrounded her.

This study leans more on The Gestalt theory of

Wertheimer, Koffka and Köhleris (1922) as cited by Pappas,

(2014) which states that, the school of thought looks at

the human mind and behavior as a whole. When trying to make

sense of the world around us, Gestalt psychology suggests

that we do not simply focus on every small component but it

encompasses grouping, which may make it easier for students

with disabilities. It is important to remember, however,

that some connections may need to be made for students both

verbally and in application because all of the students in

a SPED class may not be able to connect the dots

independently. It discuss that this thought of simplifying

and perhaps drawing lines to fully help students learn. A

way to help connect the dots for some special education

students. It is based on the students learning from the

cause-effect relationship of stimuli and response (Kochhar-

Bryant, Bassett, & Webb, 2009.

Taking all of these learning theories into account,

the special education teacher can teach lessons based on

how the students will learn the information the best.

This research study has the following variables :

Profile of the Special Education Teacher, Roles,

Responsibilities, and challenges of SPED teachers.

Shown below is the conceptual framework of the study.

Personal Roles
Profile

Sex
Age
Responsibilities
Civil Status
Training
Attended
Highest
Educational Challenges
Attainment

Figure 1. Roles, Responsibilities, and challenges of the

Special Education Teachers

 Statement of the Problem and Hypotheses

This study aims to investigate the Roles,

Responsibilities and Challenges of Special Education

Teachers in the Division of Capiz for the school year 2019-

2020.

Specifically, this study seek to answer the following

questions:

1. What is the personal profile of the special

education teacher as an entire group and when classified as

to: sex, age, civil status, training/seminar attended, and

highest educational attainment ?

2. What is the level of roles of special education

teacher?

3. What is the level of responsibilities of special

education teacher?

4. What is the level of challenges of special education

teacher?

5. Are there significant relationship between the

personal profile of the special education teacher and the

level of roles of special education teacher?

 6. Are there significant relationship between the

level of roles and level of responsibilities of special

education teacher?

7. Are there significant relationship between the

level of responsibilities the level of challenges of

special education teacher?

8. Are there significant differences bet4ween the

personal profile, roles, responsibilities, and challenges

of the special education teacher?

Based on the aforementioned problems, the following

hypotheses will be tested:

1. There is no significant relationship between the

personal profile of the special education teacher and the

level of roles of special education teacher.

2. There is no significant relationship between the

level of roles and level of responsibilities of special

education teacher.

3. There is no significant relationship between the

level of responsibilities the level of challenges of special

education teacher.

4. There is no significant differences between the

personal profile, roles, responsibilities, and challenges of

the special education teacher.

 Significance of the Study

The findings of this research study are considered

useful to the following groups of people in knowing the roles,

responsibilities, and challenges of the special education

teacher such as DepEd Officials, school administrators,

teachers, students, parents and future researchers.

DepEd Officials. The DepEd officials belong to the

higher level of organizational setup of education will

greatly gained benefit because information through the result

of the study will give them knowledge and information in the

formulation of policies to enhance the effectiveness and

efficiency of the special education teachers.

School Administration. All school administrators of

DepEd will be benefited from this research in the sense that

they will be given awareness of the learning disabilities of

their pupils and through this, they can formulate a policy

for giving priority and attention to the pupils wil

disabilities.

Special education teachers. Special Education teachers

will be benefited from this research in the sense that the

result of the study will give them knowledge and information

about their roles, responsibilities, and challenges being a

teacher of students which have different needs to attain to.

They will be aware of the challenges that they are going to

handle of.

Likewise, they will be guided of what strategies to adopt

in teaching the pupils with disabilities.

Students. They are the main beneficiaries of this study

as clientele and learner of the public school. Pupils with

disabilities will be given appropriate attention and priority

to meet their needs easily in order to obtain quality

education.

Likewise, they will be aware of their rights and

privileges being the focus of the program which is to teach

pupils with and without disabilities.

Parents. Parents in all walks of life will be benefited

out of this study because they are considered as the first

teachers of their child. Through this study, parents will be

guided in providing them what to do and what are the

disabilities of their children.

Further, they will be given information on what to do in

order to help their children enhance their academic

performance in school.

Future Researchers. The result of this study may be used

by future researchers who may decide to make similar studies

on the role, responsibilities, and n of the teachers in

special education teachers.

Definition of Terms

For purposes of this study certain terms are

conceptually and operationally defined to facilitate clearer

understanding, for clarity and correctness, and as point of

reference. These terms are: Roles, Responsibilities,

challenges, pupils with disabilities.

Role of the special education teachers – refers to the

mean job or function. Being a teacher of pupils with

disabilities role of Special education teachers who are

trained to work with children who have a wide range of

disabilities.

In this study, “ Role” referred to the score of the

respondents in a 15-item researcher-made roles of the special

education teacher which is responded as: Very Evident (5),

Evident (4), Moderately Evident (3), Less Evident (2), and

Least Evident (1); and described as follows: Very Effective

(4.21- 5.00), Effective (3.41 - 4.20), Moderately Effective

(2.61 – 3.40), Less Effective ( 1.81-2.60), and Least

Effective (1.00 – 1.80).

 Responsibilities of the special education teachers –

refers to the primary responsibilities of a special education

teacher to assess her students' cognitive abilities. Most

special ed students have been evaluated by psychologists and

other professionals before coming to school, so special ed

teachers often have a good bit of diagnostic information as

well as observational data to work with in assessing their

students' needs.

In this study, “ Responsibilities” referred to the score

of the respondents in a 15-item researcher made

Responsibilities of the special education teacher which is

responded to as: Very Evident (5), Evident (4), Moderately

Evident (3), Less Evident (2), and Least Evident (1); and

described as follows: Very Effective (4.21- 5.00), Effective

(3.41 - 4.20), Moderately Effective (2.61 – 3.40), Less

Effective ( 1.81-2.60), and Least Effective (1.00 – 1.80).

Challenges. It refers to the trials that the special

education teachers will meet. It is one among their challenge

is to ensure that each pupil in class is learning and engaged,

and to make sure that they are teaching are in line with the

goals of the school.

In this study, “ Challenges” referred to the score of

the respondents in a 15-item researcher made Challenges of

the special education teacher which is responded to as: Very

Evident (5), Evident (4), Moderately Evident (3), Less

Evident (2), and Least Evident (1); and described as follows:

Very Effective (4.21- 5.00), Effective (3.41 - 4.20),

Moderately Effective (2.61 – 3.40), Less Effective ( 1.81-

2.60), and Least Effective (1.00 – 1.80).

Delimitation of the Study

This study will conducted to determine the Roles,

Responsibilities, and Challenges of special education

teachers in the Division of Capiz for the first quarter

ofschool year 2018-2019.

This study will use the survey and descriptive correlational

research design.

The respondents of this study will be the special

education teacher in the Division of Capiz.

The sample participants of the study will be drawn from

the total population of the special education teachers in the

division of Capiz. Stratified proportional random sampling

will be used in the identification and selection of the

respondents from the identified group of special education

teachers.
 Data in this study will be gathered using the researcher

made questionnaire.

The independent variables of this study is the Personal

Profile of the special education teachers while the dependent

variable are the roles, responsibilities, and challenges of

the special education teachers in the Division of Capiz.

The descriptive statistical tools employed in data

analysis were: frequency count (f), percentage (%), mean,

standard deviation (SD), t-test, Analysis of Variance (ANOVA)

and Pearson r. Alpha level of significance is set at .05 for

all inferential tests.

 Chapter 2

Review of Related Literature

This chapter is organized into four (5) parts namely:

(1) Special Education Teacher (2) Roles, (3)

Responsibilities, (4) Challenges of the special education

teachers, and (5) Synthesis

The first part, Special Education Teacher provides

information from researches about the Special Education

Teachers.

The Second part, Roles of the special education

teachers which presents the multiple roles of the special

education teachers.

Third part, presents the Responsibilities of the special

education teachers.

Fourth part, includes the Challenges of the special

education teachers.

Fifth part, presents the synthesis of the review of

the related literature.

Special Education Teachers

The special education teacher wears many hats. Unlike

other teachers who focus primarily on academics, the special

education teacher serves both as an educator and as an

advocate for students with special needs. His or her

schedule is divided among planning, instruction, assessing

students and managing their individualized education

programs (Special Education Guide, 2019).

It is obvious that the job of SPED teacher is

demanding, and it requires the teacher to juggle many

responsibilities. These can include scheduling, attending

and following up after Individual Education Program (IEP)

meetings, writing IEPs with attainable and measurable

goals, tracking and reporting student progress on IEP goals,

providing guidance to general education teachers who wish

to accommodate students, administering assessments, day-to-

day classroom management, planning and instructing,

managing and evaluating instructional assistants and other

paraprofessionals, developing behavior management plans and

more (Kochhar-Bryant, Bassett, & Webb, 2009).

According to the report of Muega, (2016) teachers who

hold mild/moderate special education credentials often work

in resource specialist programs (RSPs) or special day

classes (SDCs). Their students usually have mild academic

or behavioral difficulties, and can often be very successful

with limited or moderate special education intervention.

Generally, the credential of Special education teachers

come from a variety of backgrounds. Some complete general

education teacher preparation programs and find more

employment opportunities in special education. Others have

children or relatives with special needs, and choose the

career as a way to make positive educational changes for

those with disabilities. Regardless, all special education

teachers hold bachelor’s degrees, and those who teach at

the high school level generally have bachelor’s degrees in

one of the four core subjects: English, history, mathematics

or science teacher to work with students (Dizon, 2011).

Many special education teachers remain very happy in

their roles and complete 30 years of educational service

inside the classroom. Others go on to be special education

coordinators, school district administrators, directors of

educational departments, consultants and even educational

advocates and lobbyists (Dizon, 2013).

Role and Responsibilities of the Special Education Teacher

A special education teacher’s role is to helps students

who have a wide variety of learning disabilities and

challenges that include mental, emotional, and physical

disabilities or other areas that make learning difficult.

They adjust lessons in various subjects according to each

child’s needs like reading, math, english, and writing.

They use techniques in communication and literacy to those

students with more severe disabilities. A special education

teacher would need to meet with teachers, parents,

administrators, and counsellors to discuss the student and

oversee teacher assistants that work with the student with

special learning needs. (Drame, & Kamphoof, 2014).

The main role of the special education teacher is to

provide instruction and support which facilitates the

participation of students with disabilities in the regular

classroom.

Special education teachers are trained to work with

children who have a wide range of disabilities. Special

education teachers typically have at least a bachelor's

degree and some may also have a master's degree in education

or child psychology. All special education teachers who

teach in public schools must also have a teaching

certificate issued by their state

Special education teachers are trained to work with

children who have a wide range of disabilities. Special

education teachers typically have at least a bachelor's

degree and some may also have a master's degree in education

or child psychology. All special education teachers who

teach in public schools must also have a teaching

certificate issued by PRC. ((M.A. & Echavia, 2011).

 Agran , Cavin, & Palmer, (2010) pointed out that one

of the primary responsibilities of a special education

teacher is to assess her students' cognitive abilities.

Most special a students have been evaluated by

psychologists and other professionals before coming to

school, so special education teachers often have a good bit

of diagnostic information as well as observational data to

work with in assessing their students' needs. The teachers'

experiences working hands-on with their students also plays

a major role in developing the curriculum and instruction

plan for the students.

Browder, Wood, Thompson, & Ribuffo, (2014) in her study

found that Special education teachers spend a great deal of

time working hands-on with students. Special needs students

often require full-time, one-on-one supervision, especially

in school, and special ed teachers are the best qualified

to carry out the IEPs they developed. Special education

classrooms tend to have fewer students than traditional

classrooms so that the teachers and teachers aides can focus

more individual attention on students.

Challenges of the special education teachers

Basic education has been developing in response to

evolving student population, rising enrolments, the advent

of technology, demands for dynamism, and the need to

identify effective measures to improve quality of Filipino

graduates that are at par to global standards (Carter, Lane,

Crnobori, Bruhn, & Oakes, 2011).

Carter, Lane, Jenkins, Magill, Germer, & Greiner,

(2015) added that as a special education teacher, they

experiences more than the challenges of the normal education

Teachers’ meet. Shall we say, it is double or even triple

in the sense that they are facing the students with

disabilities. Considering this facts, these special

education teachers must be given a full support of the

government in order to be more effective and efficient

teacher. They need instructional materials which can

motivate and help special pupils to learn and have quality

education.

Synthesis

Special education programs are designed for those

students who are mentally, physically, socially and/or

emotionally delayed. This aspect of “delay,” broadly

categorized as a developmental delay, signify an aspect of

the child's overall development (physical, cognitive,

scholastic skills) which place them behind their peers. Due

to these special requirements, students’ needs cannot be

met within the traditional classroom environment. Special

education programs and services adapt content, teaching

methodology and delivery instruction to meet the

appropriate needs of each child. These services are of no

cost to the family and are available to children until they

reach 21 years of age (states have services set in place

for adults who are in need of specialized services after

age 21).

So far, the practice of Inclusive Education (IE) in

Philippine basic education is largely determined by

Department of Education Order No. 72, s. 2009, an outdated

directive which does not specify a stable, clear, and

definite process of including CSN in the general education

setting. A move to effect high-quality inclusion in

Philippine schools is said to be underway, but at present,

the Special Education Act (Philippine Senate Bill 3002),

which is supposed to determine the practice of inclusion in

general education schools, is still under review at the

Philippine senate. The continued delay of this bill’s

passage into law and which standards should be met in its

implementation are issues that continue to defy definitive

resolution.
 Chapter 3

Research Design and Methodology

This chapter is made up of three parts; (1) Purpose of

the Study and Research Design, (2) Method and (3) Statistical

Data Analysis Procedure.

Part one, Purpose of the study and Research design,

describes the research design and enumerates the variables

and their statistical tools employed in the analysis of the

data.

Part two, Method, describes the participants, the data

gathering instruments, and the statistical used.

Part three, Statistical Data Analysis Procedure,

discusses the procedure for scoring and statistical tools

used to test the hypothesis.

Purpose of the Study and Research Design

The purpose of this study is to determine the Roles,

Responsibilities, and challenges of the special education

teachers in the division of Capiz during the school year

2019-2020.

This study will use the survey and descriptive-

correlational research design. This method will be used

because it will deal with the research situation that required

observational method as the principal means of data

collection. According to Ardales (2001) as cited by (Alvarez,

2010), descriptive research aims to describe the nature of

the situation as it exist at the time of the study and explore

the cause of the particular phenomena.

Likewise, this design is considered fitting for this

study which intends to determine the roles, responsibilities

and challenges of the special education teacher in the

division of Capiz.

On the other hand, descriptive correlational research

design describes the statistical association between two or

more variables.

For descriptive data analysis, frequency count,

percentage, mean, and standard deviation was be used, while

t-test, ANOVA, and Pearson r were used for inferential data

analysis. The alpha level of significance was set at 0.05 for

all inferential tests.

 Methods

Participants

The participants of the study will be the special

education teachers in the division of Capiz. Stratified

proportional random sampling procedure will be used in the

identification and selection of the respondents from the

communities in the Province of Capiz having Special Education

Program. The desired sample size was computed through the use

of Slovin Formula cited by David (2002). All the names of the

participants will be taken from different school having

special education teachers. All their individual names will

be written in a slip of paper. It will be rolled and placed

in separate boxes designated to each cluster of target

participants.

The profile of the special education teachers is shown

in Table 1.

Profile of the Participants

Data Gathering Instrument

To collect the data needed for the study, the researcher

used three (4) parts of questionnaire to gather data from the

special education teacher.

 Personal Data Sheet. The instrument will be used to

solicit information about the personal profile of the

respondents in terms of sex, age, civil status, highest

educational attainment, seminar/trainings attended.

Roles of the special education teacher is a researcher

made questionnaire composed of 15 items. Each item in the

questionnaire was answerable with any of the following

responses: “Very Evident (VE)” (5), “Evident (E)” (4),

“Moderately Evident (ME)” (3), “Less Evident (LE)” (2), and

“Least Evident(LeE” (1).

To describe the mean responses of the participants,

the arbitrary scale below was used:

Scale Description
4.21- 5.00 Very Effective
3.41 - 4.20 Effective
2.61 – 3.40 Moderately Effective
1.81-2.60 Less Effective
1.00 – 1.80 Least Effective
Responsibilities of the special education teacher is a

researcher made questionnaire composed of 15 items. Each item

in the questionnaire was answerable with any of the following

responses: “Very Evident (VE)” (5), “Evident (E)” (4),

“Moderately Evident (ME)” (3), “Less Evident (LE)” (2), and

“Least Evident(LeE” (1).

 To describe the mean responses of the participants, the

arbitrary scale below was used:

Scale Description
4.21- 5.00 Very Effective
3.41 - 4.20 Effective
2.61 – 3.40 Moderately Effective
1.81-2.60 Less Effective
1.00 – 1.80 Least Effective

The challenges of the special education teacher is a

researcher made questionnaire composed of 15 items. Each item

in the questionnaire is answerable with any of the following

responses: “Very Evident (VE)” (5), “Evident (E)” (4),

“Moderately Evident (ME)” (3), “Less Evident (LE)” (2), and

“Least Evident(LeE” (1).

To describe the mean responses of the participants, the

arbitrary scale below was used:

Scale Description
4.21- 5.00 Highly Agree
3.41 - 4.20 Agree
2.61 – 3.40 Moderately Agree
1.81-2.60 Less Agree
1.00 – 1.80 Least Agree
 The questionnaire will be subject to validity and

reliability testing and subject to face validation zeroing on

its content. It will be submitted to the researcher’s adviser

for correction and suggestions before this will be submitted

to the thesis committee for content validation.

To test the reliability of the questionnaire it will be

subject to a pilot test. It will be administered to 30 special

education teacher in Roxas City Division. They were chosen at

random and did not participate in the actual survey. Only 30

special education teachers will be used in the reliability

testing because according to Garett, this number is adequate

enough.

Data from the pilot test was tabulated and the

reliability coefficient will be computed using the Cronbach

Alpha of the Statistical Package for social Science (SPSS)

software. According to Fraenkel and Wallen, if the computed

Cronbach Alpha is equal to 0.80 or more but not more than

1.0, the questionnaire is considered reliable. Since computed

Cronbach Alpha was 0.945, the questionnaires will be

considered reliable and hence, utilized in this study.

Data-Gathering Procedure

Before the actual conduct of the study, the researcher

will request permission from the Schools Division

Superintendent (SDS) of Capiz Division through a letter of

permission. Upon permission will be granted, the researcher

immediately proceeded to the Division Planning Office to ask

the list of special education teachers in Capiz division. The

desired sample size will be computed based from the total

number of public special education teachers for the school

year 2019-2020, using the Sloven formula (David, 2000), from

the population to serve as sample. The researcher personally

distributed and administered the questionnaire to the

respondents to ensure 100 percent return rate.

After the questionnaires will be answered this will be

retrieved, coded, encoded, and processed using the

Statistical Package for Social Science (SPSS) Software.

In order to ensure ethical research, the participants

will be informed about their participation in this research,

the benefits derived from the study, as well as the nature of

their participation in this research which was voluntary and

the procedures was ensured confidentiality.

Statistical Data Analysis Procedure

The data gathered from the study will be analysed using

the Statistical Package for Social Science (SPSS) software.

 Frequency Count. This was used to determine the

distribution of the respondents as to determine the frequency

of responses of the respondents as to, sex, age, civil status,

highest educational attainment, length of service, and

trainings/seminars attended.

Mean. Will used to describe the level of roles,

responsibilities, and challenges of the special education

teachers, in Capiz Division.

Standard Deviation (SD). This test will be used to

determine the homogeneity as well as the heterogeneity of the

public special education teachers.

Analysis of Variance (ANOVA). Set at .05 alpha, this

test was used to determine the significance of difference

among three or more compared groups. These are the roles,

responsibilities, and challenges of the special education

teachers.

Pearson r. This was used to ascertain the significance

relationship between the level of roles, responsibilities,

and challenges of the special education teachers in Capiz

Division.
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