Implementation Of Parents’ Teaching Guide In Relation To The Performance Of The Special Education Learners (Hearing Impaired) In English

AUTHOR(S)

Leah M. Quibido

ABSTRACT

This study aimed to determine the significant difference between the Parents’ Teaching Guide (PTG) and the performance of the Special Education learners Specially to the Hearing Impaired Learners. The findings of the study were the bases for a Proposed intervention Plan. The study utilized Universal Sampling in identifying the respondents of the study. The test of difference between the pretest performance and posttest performance of the Special Education Learners specifically to the Hearing Impaired regarding the implementation of the parents’ teacher guide in the delivery of the most essential learning competencies. This table on the test of difference has shown how the special education learners (Hearing Impaired Learners) really give the difference during the time when they are still experiencing the usual strategies during the teaching and learning process as well as their outcome after they have already experienced the new learning intervention during the delivery of the specific learning competencies in Special Education Curriculum using the Parents’ Teaching guide.
Based from the results, it shows that extent on the implementation of the parents’ teacher guide in the test performance of the Special Education Learners (Hearing Impaired) gained in the pretest performance which is equal to 18.67 which is most probably lower than the posttest performance having a test scores. These test performances were lead to the results on the computed t value which is greater than the critical t value and lead towards the decision of the null hypothesis to be rejected as being says” there is no significant difference on the tests performances between the pretest and posttest before and after the implementation of the Parents’ teaching guide in the delivery of the most essential learning competencies of the special education curriculum. Based from the results given, it implies that there is a high positive or significant difference between the pretest and posttest performance before and after the implementation of the parents’ teacher guide of the special education learners performance. Which means that when the learners received the Parents’ teaching guide, they are well guided on what to do with their respective area of concerns specially from those topics which are difficult to learned by them. It would also help the teachers to assist certain areas that need to be given special attention and put emphasis to the different topics to be delivered. Furthermore, the utilization of the Parents’ teaching guide in the delivery of the different topics to be made by the teachers should continually be doing to further validate the performance of the learners on the different stages of skills that need to be developed by the learners. In terms of assuring the quality of the learning materials it should under different processes of validation with proper guidance and monitoring of District and School Quality Assurance and test its efficacy in order to find assurance that those learning materials could really help to improve the skills or performance of the special education learners. Moreover, the Special Education Teachers have constant communication to the parents of the identified special education learners so that they will be guided on what to do when their children need their utmost attention.