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Chapter 1

INTRODUCTION

As an educator myself, assessing learners with special educational needs can be

challenging. Some students, such as those with Attention Deficit Hyperactivity Disorder

(ADHD) and learners with Autsim Spectrum Disorder (ASD), struggle with testing

situations and cannot remain at tasks long enough to complete such assessments.

However, assessments are important; they provide the child with an opportunity to

demonstrate knowledge, skill, and understanding.

A study conducted in Lebanon revealed that almost half of the teachers and

administrators expressed being ill-prepared in assessing student performance even

though special education teachers thought that alternative assessments were important,

some of their assessment practices were still imprinted with traditional methods (Elhage

& Sawilowsky, 2016). It is supported with the study conducted by Lumadi (2013) that

teachers are beset with the major challenges in classroom assessment such as policy

interpretation, assessment planning, implementation of assessment, the use of a variety

of methods in assessment and time for assessment.

In Turkey, it was found out that teachers encounter some difficulties such as

crowded classroom (Muthusamy, 2015), insufficient time for assessment, insufficient

learning environment and technological opportunity and attainment of assessment’s

objective (Metin, 2013). There was also a study conducted in Tanzania showed that

teachers lack teaching materials and lack of collaboration between the regular education

teacher and the special education teacher (Udoba, 2014).

The challenges of the assessment processes within the Philippine education system

are caused by several factors: rigid curriculum and assessment, classroom shortages, and

unfavorable learning environment in general are three of the many causes of students

dropping out from school (Villamero, 2014). Futhermore, a study conducted in Ilocos
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Norte concludes that time for checking, attitude and behavior of students and quality of

test are their common assessment problems (Lasaten, 2016).

In fact, in Tagum City, everyday practice of assessment in the classroom of learners

with special educational needs is beset with problems and shortcomings. It was observed

that most of the teachers are facing problems such as lack of teacher’s training on the

assessment of Learners with Special Educational Needs, suitability of the assessment to

the student’s needs, production and use of instructional materials and time constraints

due to slow pacing of student’s learning.

Various studies have been made with regard to the assessment strategies of

teachers in a regular classroom (Metin, 2013; Lasaten, 2016; Muthusamy, 2015) and

special education teachers (Villamero, 2014; Udoba, 2016) but there is no study

mentioned in line with the assessment strategies of mainstreamed teachers specifically in

Tagum City.

Given these scenarios, the researcher finds it necessary to conduct the study to find

out the assessment strategies done by the teachers of Learners with Special Educational

Needs (LSEN) in the regular classroom and highlight what could be best done to help

improve and enhance the assessment strategies suited for LSEN in the regular classroom

and eventually become independent and productive member of the society.

Purpose of the Study

This study aimed to explore and understand the lived experiences of teachers on

the assessment strategies for Learners with Special Educational Needs in a regular

classroom.

At this stage of research, assessment strategies are defined as systematic approach

to formative evaluation, used by teachers to determine how much and how well students

are learning.
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Research Questions

Specifically, this study sought to answer the following questions:

1. What are the experiences of teachers on the assessment strategies of learners with

special educational needs in a regular classroom?

2. How do teachers cope with the challenges in the assessment strategies of learners

with special educational needs in a regular classroom?

3. What are the insights of teachers on the assessment strategies of learners with

special educational needs in a regular classroom?

Theoretical Lens

The concept and idea of this study was gleaned through the DepEd order number

8, series of 2015. It is a policy guideline on classroom assessment for the k-12 Basic

Education Program. Assessment in the k-12 education program recognizes diversity of

learners inside the classroom and the need for multiple ways of measuring their varying

abilities and learning potentials.

At the heart of this assessment framework is the recognition and the deliberate

consideration of the learner’s zone of proximal development (Vygotsky (1978). This means

that the Zone of Proximal Development presupposes an interaction on a task between a

more competent person and a less competent person, such that the less competent person

becomes independently proficient at what was initially a jointly accomplished task

(Chaiklin, 2003). Appropriate assessment is committed to ensure learner’s success in

moving from guided to independent display of knowledge, understanding and skills, and

to enable them to transfer this successfully in future situations.

It is critical to note that the Zone of Proximal Development is considered as one of

the most widely recognized and well-known ideas in the studies related to the teaching-

learning processes. Specifically, it is linked with the learning of diverse kinds of pupils,
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including those with learning difficulties, those coming from disadvantaged backgrounds,

and gifted students (Smith, 2000).

On the practical aspect of the Zone of Proximal Development, Vygotsky introduced

the concept of dynamic assessment, which is an approach to understanding individual

differences and their implications for instruction that embeds intervention within the

assessment procedure (Lidz & Gindis, 2003).

The mentioned point about dynamic assessment especially its two designs gave

birth to the idea to mediated learning experiences which was developed by Feuerstein and

his collaborators 1980, 1997, as cited in Lidz & Gindis, 2003. Kozulin & Presseisen (2000)

note that the ultimate goal of mediated learning is to make the child sensitive to learning

through direct exposure to stimuli and to develop in the child cognitive prerequisites for

such direct learning (Lidz, 2001).

Scope and Limitation of the Study

The study was limited to the experiences and perceptions of 13 general education

teachers relative to the assessment strategies of teachers for learners with special

educational needs in regular classrooms particularly in Magugpo Imelda Elementary

School-SPED Center, Tagum City Divison.

The scope of this study was limited to the personal observation of the researcher

and the personal responses of the teachers who are teaching in the regular education

classroom from Grade 1 (one) to Grade 6 (six) with mainstreamed students. I conducted

the study from December 2018 to January 2019, Academic Year 2018-2019.

Importance of the Study

This study anticipated to generate findings on the lived experiences relative to the

assessment strategies of teachers for learners with special educational needs in the regular

classrooms. Although this is a study involving a small sample, it envisions that the findings

might be of importance in the following ways.

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Learning from teachers’ experiences in using assessment strategies may create an

opportunity for other teachers to learn from these experiences and improve their

assessment practices in the classroom.

This study may benefit learners with SEN because they will be provided with

assessment strategies that are responsive and relevant to their needs.

The Teacher Education Institutions may utilize the findings of this study by

including more contents related to assessment of children with disabilities in their pre-

service education programs.

The study may help the DepEd Officials in strengthening education policies

related to the assessment of children with disabilities enrolled in regular schools.

This study is the opportunity for its findings to be used as a basis by other

researchers to replicate the study in different classrooms and teachers within the

Philippine context.

Definition of Terms

To provide a clearer understanding of the contents of this paper, an operational

definition of the terms used in this study was presented:

Assessment Strategies. In this study, this term refers to the different activities

done by the students inside the classroom to assess, evaluate and improve the learning

and educational outcomes of LSEN.

Learners with Special Educational Needs. In this study, this refers to the

learners who have special educational needs. This includes learning disability, ADHD,

Children with Autism, Visual impairments, intellectual disability and hearing

impairments.

Regular Classrooms. In this study, this refers to the place where the educational

experience of typically developing children occurs.

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Organization of the Study

This study was organized and arranged in an order, which can be easily identified

and comprehended by the readers. Below was the comprehensive presentation and

discussion of the organization of the study.

Chapter 1 presented the exploration and understanding of the study. The research

questions are posted, and significant terms used were operationally and technically

defined. The scope and limitation of this study was also articulated in this section.

Chapter 2 presented the review of related literatures, readings, studies and

concepts of some researchers and concerned individuals that were similar to the present

study. I obtained the related literature used in the study through internet articles, and

other publications.

Chapter 3 discussed the method that was used in this study which includes the

research design, research participants, role of the researchers in the study, data sources,

data collection procedures, data analysis, trustworthiness of the study, and ethical

consideration.

Chapter 4 showed the results of the study which reveals answers from the research

questions formulated and conducted to the participants. The results are presented in

tabular forms consisting of the major themes and core ideas.

Chapter 5 discussed the themes extracted from the results with supporting

statements. It also includes the implications for teaching practices and for future research

and the concluding remarks.

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Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents survey of related literature and writing of recognized experts,

both of which have significant bearing or relation to the problem under investigation.

Assessment

Assessment takes an important part in the life of a child who does not have a typical

development. On many occasions a child is evaluated, and important decisions are made

based on assessment results. Assessment may have effects on different levels. There are

financial implications such as increased family allowances for children with disability;

personal assistance budget; access to health-insurance and speech and physiotherapy

services. Assessment results may determine what kind of educational opportunities a child

may or may not get and where the child will be educated: a special or a regular school; the

level of special educational needs program; access to different types of schooling; access

to university; and job opportunities (Caliskan & Izci, 2017).

A study conducted in Lebanon revealed that almost half of the teachers and

administrators expressed being ill-prepared in assessing student performance as a result

of their teacher education program, and those administrators are significantly more

involved in student assessment than teachers. Process evaluation revealed that even

though special education teachers thought that alternative assessments were important,

some of their assessment practices were still imprinted with traditional methods. Product

evaluation revealed that teachers and administrators’ perceived impact of student

assessment was positive on the various aspects of the school (Elhage & Sawilowsky, 2016).

In addition, a study conducted in the Philippines revealed critical findings in

relation to teachers’ assessment for children with special learning needs. Firstly, the

finding indicates that in assessing children with special learning needs, teachers should

employ a variety of assessment strategies. Second, in delivering the mentioned assessment

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strategies to children with disabilities, the teachers modify the content and delivery based

on the needs of the children. Secondly, the finding of the study suggests that in delivering

the assessment strategies, there is a variety of means to consider and employ which are

responsive to the needs of LSEN (Villamero, 2014).

However, in spite of the fact that major policies like the K to 12 Basic Education

Program are in place, the Philippine education system has been faced with major

challenges especially on assessment (Abulencia, 2015).

Classroom Assessment Strategies

A myriad number of strategies have been identified to assess children, and they

apply generally in schooling irrespective of key learning areas and students’ learning

backgrounds (Elhage & Sawilowsky, 2016). He stressed that for children with disabilities,

these assessment strategies are applicable for as long as teachers modify them based on

the needs of these children.

Performance Assessment

Ark (2013) define performance assessment as the assessment of students as they

engage in real learning activities and it is the on-the-spot evaluation of performance,

behaviour, or interaction. When being assessed for performance, students are

demonstrating their skills in a way that is integral to the teaching or learning process.

In performance assessment, observation is the central component. It is the

structured or unstructured process wherein the teacher observes various student

performances and utilizes a variety of strategies to assess those observed performances

(Montenegro & Jankowski, 2017).

In fact, according to Hibbard (2018) and his colleagues that in the act of learning,

students obtain content knowledge, acquire skills, and develop work habits—and practice

the application of all three to real world situations. Performance-based learning and

assessment represent a set of strategies for the acquisition and application of knowledge,
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skills, and work habits through the performance of tasks that are meaningful and engaging

to students.

Product Assessment

Herman (2015) defines product assessment as a strategy that teachers use to assess

students in an ongoing way as they engage in the learning process, and it predominantly

represents culminations of student achievement. Product assessment has specific forms.

These are portfolios, exhibitions and projects.

The first form of product assessment is portfolio. Portfolio is being defined as a

depository of artefacts or assortment of documents that may include pencil and paper

tests, classroom observation, tapes, artwork, poems or stories, and that requires a written

reflection by the developer on the significance or contributions of those artefacts (Listrom,

2017).

Second is exhibitions, it provides the students the opportunity to display their

knowledge through variety of presentation techniques such as scripted discussions, role

plays, simulations, and use of audiovisual support. Each exhibit piece is accompanied by

a student-written exhibit label, which describes the piece, its academic content, and the

student’s personal connection to the work (Edutopia, 2014).

The last form of product assessment is projects. Projects completed individually or

in groups are substantial piece of work on a designated topic, involving the student in

researching and organizing information for presentation. It is claimed as more flexible

than many other assessment situations primarily because of student proactivity, extended

time for completion, and the possibility of uniqueness. There is a reason why children are

encouraged to draw and paint at a young age. One of the most important reasons for this

is to develop the critical motor skills. Interestingly, studies have also shown that exposure

to art at a young age can help children develop socially and emotionally and it teaches
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them analytical and problem-solving skills. For a child with special needs, art projects can

represent much more than just some fun learning (Nichols, 2018).

Differentiated Assessments

Teachers often struggle to provide all students access to specific learning activities

that work best for them and what works best for some students will not work for others.

Differentiating instruction makes sense because it offers different paths to understanding

content, process, and products, considering what are appropriate given a child’s profile of

strengths, interests, and styles.

Furthermore, a study conducted by Dixon et al. (2014) focused on teacher efficacy

to explain teacher willingness to differentiate instruction. They found that a greater

number of professional development hours in differentiation of instruction were positively

associated with both teacher efficacy and the teacher’s sense of efficacy beliefs. This study

demonstrated that teacher efficacy is an important dimension in implementing the

process of differentiation regardless of what level or what content area the teacher taught.

In addition, there was a study found that teacher perceived difficulty in

implementing differentiated instructional strategies in regular classes. The study also

showed that except for the classroom environment domain, all the instruction practices in

the remaining domains were considered to be difficult. In particular, the most difficult

practices were under the domain of activities and materials and were associated with the

adaptation of curricular elements like content, process, and product based on student

characteristics such as readiness, interest, and learning profiles. The results also revealed

a strong association between the activities and materials domain and the assessment

domain (Sergio & Martins, 2017).

In fact, the use of differentiated assessment activities was supported by Stears &

Gopal (2010) who stated that differentiated assessments do not only measure but also

teach will be useful while creating such environments. There are great number of studies
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which show that using such alternative activities do not only serve measurement purposes,

but also make great contributions to students’ learning and concepts in meaningful

permanent and conceptual way.

Individualized Instruction

Individualized instruction certainly solves the problem of providing appropriate

levels of instruction, but it creates serious problems of classroom management, often

depriving students of adequate direct instruction (Resing, 2013).

Accumulating evidence suggests that assessment-informed personalized

instruction, tailored to students' individual skills and abilities, is more effective than more

one-size-fits-all approaches (Connor et. al, 2018).

Furthermore, a study conducted by Gurol & Bahceci (2016) wherein a web-based

learning portal offering individualized learning was developed by utilizing rule-based

knowledge representation and artificial intelligence techniques of expert systems in order

to reduce the uncertainties of learning to minimum and to construct an intelligent tutoring

system. This portal offers individualized learning content based on the individual’s level

of cognitive knowledge. Based on the results, no significant differences were found

between the groups in terms of the pretest. On the other hand, significant differences were

found between experimental and control group in terms of the post test. It was concluded

that individualized learning portal had positive effect on the students’ learning when used

in combination with traditional learning environment.

Moreover, Heathers (1977) stated that individualized instruction is an important

way in which teachers can contribute to their students’ self-concepts is through taking

advantage of opportunities to give each student attention, encouragement, and praise.

Criteria for Selecting Assessment Strategies

Certain pieces of literature assert the need to set substantial criteria in selecting

assessment strategies especially for students with diverse backgrounds. Herman (2005)
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emphasizes the aspect of fairness by stressing the problem of bias. He stresses, many

forms of assessment, for example, require extended reading or writing that may

discriminate against students from non-English speaking backgrounds.

However, Fuller (2006) argues that diversity of students’ backgrounds has to

include disability. Both practitioners assert that disability, in the context of assessment,

should not disadvantage him or her. This scenario requires teachers and policy makers to

create programs that will provide additional support to students with disabilities during

assessment processes.

The assertions made by Fuller (2006) paved way for more researchers to examine

the additional and varied support teachers have for students with disabilities enrolled in

regular primary classes.

Assessment Practices for Learners with Special Educational Needs

A few numbers of empirical studies in developed countries explore the practices of

primary school teachers in assessing the learning of students with disabilities in regular

classes. The following studies have been developed through qualitative methodologies

involving interviews, observations, and document analysis.

Assessment as an Element in the IEP Process

Hirsh (2013) conducted a study involving a primary school teacher with student

with mild intellectual disability enrolled in her class. This study made an important point

on how assessment critically contributes in the formulation and implementation of an

Individualized Education Plan (IEP). The process started when the teacher made an

informal assessment of the child to develop and evaluate teaching programs. This was

done by employing anecdotal records with observational data to document that child’s off-

task behavior. This gave the teacher the opportunity to initiate an intervention program in

order to respond to the child’s problem. She, for example, changed the spelling exercises
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of the child into dictionary work. Furthermore, in order to increase the child’s on-task

behavior each day, the teacher initiated a reinforcement system.

Therefore, the results of the mentioned assessment processes paved way to the

formulation of an IEP which specifically and critically includes a modified approach in

facilitating the learning assessment of the child. As Hirsh (2013) explains in the study, a

special education teacher was assigned to work with the child for one hour each school day

in the inclusion setting. In addition, his special education teacher would work with his

general education teacher to incorporate the recommendations in his inclusive setting.

Initially, the child would be requested to complete the tasks with no time limit. After he

met the criteria for mastering the skill, however, he would be required to gradually

decrease the time he needed to complete the task.

Assessment as a Formative Process

Brady and Kennedy (2011) conducted a study involving a science teacher in a large

multicultural primary class with some students manifesting signs of behavioral

disabilities. The study aimed at examining assessment as a formative process, rather than

summative. This was concretely manifested with the teacher’s perspectives on what

purposes assessment should serve: (1) provide feedback to students on how they are

progressing so that they can target areas of need, (2) provide the same feedback to parents

and, (3) provide information to teachers to inform teaching.

In addition, the teacher utilized a variety of teacher-devised tests which include

multiple-choice questions, short response tests, requiring words, sentences, and the

labelling of diagrams. He emphasized the value of the mentioned tests for ranking

students. However, the teacher argued that the major purpose of testing is diagnostic and

it should not promote the notion that learning ends when a mark has been obtained (Brady

& Kennedy, 2011).

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The mentioned philosophy of the teacher paved way for him to use varied number

of performance or practical assessment strategies specifically designed for the diverse

needs of the students. Instead of doing pen-and-paper tests, for example, he assessed them

in manipulating scientific equipment to make measurements.

In the study, it was observed that the teacher struggled in providing teacher-

devised tests to his students with behavioral disabilities. This situation allowed him to

apply the idea that performance assessment may also involve demonstrating a skill in

other ways. The teacher cited, for example, that in his marine studies subject, it required

a lot of basic recall and recognition. Students may simply bring pictures of dangerous

marine creatures to the teacher and tick the appropriate outcome.

Assessment as Demonstration of Real Achievement

In the study of Bruijn (2016) on assessment of children with disabilities, he

highlighted the importance of assessment as means of demonstrating the real achievement

of students. The primary school teacher involved in his study was passionate about

assessment that effectively demonstrates student achievement and thereby promotes

student self-esteem. As Bruijn (2016) asserts from the perspective of the teacher,

assessment should entail multiple ways for students to demonstrate an understanding.

Some students may be able to explain knowledge but not write it. Some may be able to

represent it by drawing but not explain it. This is typical to students with learning

disabilities.

After reviewing the different pieces of literature relevant to the concept of

assessment especially for learners with special educational needs I found out that the idea

of assessment within differentiated instruction allowed education experts and

practitioners to develop a variety of assessment strategies such as tests, performance

assessment, product assessment, and self-assessment. These strategies are applicable for
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all children. However, it is asserted that teachers should modify them based on the specific

needs of learners with special educational needs.

While it is true that theories are important in understanding assessment in this

study, I stressed that there is a need to discuss the realistic practices of teachers in terms

of assessing children with disabilities. This is an opportunity to support further the

theoretical and conceptual claims related to assessment. It is in this connection that in this

chapter, I included some pieces of literature highlighting the teachers’ assessment

practices for children with disabilities, as a formative process, and as a demonstration.

These descriptions critically emphasize that assessment has to be responsive to the diverse

needs of all learners especially those with disabilities.

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Chapter 3

METHODOLOGY

The chapter presented the research design, the research participants, the

instruments used, data collection procedure, data analysis, considerations for

trustworthiness and credibility and ethical considerations.

Research Design

Qualitative research focuses in understanding a research query as a humanistic or

idealistic approach. This method is used to understand people's beliefs, experiences,

attitudes, behavior, and interactions (Pathak, Jena &Kalra, 2013).

Phenomenology is a qualitative research method that is used to describe how

human beings experience a certain phenomenon. A phenomenological study attempts to

set aside biases and preconceived assumptions about human experiences, feelings, and

responses to a situation. It allows the researcher to delve into the perceptions,

perspectives, understandings, and feelings of those people who have experienced or lived

the phenomenon or situation of interest. Therefore, phenomenology can be defined as the

direct investigation and description of phenomena as consciously experienced by people

living those experiences (Giorgi, 2012). Phenomenological research is typically conducted

using in-depth interviews of small samples of participants. By studying the perspectives

of multiple participants, a researcher can begin to make generalizations regarding what it

is like to experience a certain phenomenon from the perspective of those that have lived

the experience (Arnett, 2017).

This research is qualitative in nature. I employed qualitative research which

according to Denzin and Lincoln (2012), as cited by Davies and Hughes (2014), is the study

of things in their natural setting, attempting to make sense of, or interpret phenomena in

terms of the meanings people bring to them.

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I used phenomenology because the group I chose was the group of individuals such

as the teachers from public elementary schools personally experienced the assessment

strategies of LSEN inside the regular education classroom. They will be able to explore

such single idea about assessment strategies into more composite descriptions based on

what and how they experienced the phenomenon (Creswell, 2012).

This design was suitable for my study because I gathered the untold stories of the

public elementary teachers regarding their experiences in assessment strategies for

learners with special educational needs. It would focus on the identification of shared

experiences among these teachers experiencing shared phenomena and attempt to locate

essence of an experience (Bawalan, 2012). I gathered information from the participants

through in-depth interview and focus group discussions.

Research Participants

Creswell (2013) advised that a phenomenological study conducted with a

heterogeneous group should be a minimum of 3 and maximum of 15 individuals.

I used snowball sampling to ascertain the participants. Snowball sampling is a

sampling method in which one interviewee gives the researcher the name of at least one

or more potential interviewee. That interviewee, in turn, provides the name of at least one

more potential interviewee, and so on, with the sampling growing like a rolling snowball

if more than one referral per interviewee is provided. Finding the right people at the right

time is crucial in collecting data that is usable, viable and valuable (The Academic Triangle,

2017).

Using snowball sampling, I interviewed seven general education teachers who

handled learners with special educational needs for in-depth interview from public school

in Tagum City Division and six general education teachers for FGD on the same division

specifically in Magugpo Pilot Imelda Elementary School-SPED Center by the virtue of

referral of the principal of the said school. She gave me a list of prospect participants and
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in turn referred me also to the SPED coordinator of the said school. All teachers have had

experienced various problems regarding the assessment strategies used for learners with

special educational needs in the regular classroom.

Garg (2017) added that participants must have inclusion criteria to identify

the study population in a consistent, reliable, uniform and objective manner. The

inclusion criteria of my study were the following: teachers must have learners with special

educational needs inside their classroom; teachers from Grade 1 to grade 6 who have

experienced teaching learners with special educational needs, specifically handling

learners with hearing impairment, visual impairment, autism, intellectual disability and

attention deficit and hyperactivity disorder; teachers can either be male or female of any

age and lastly participants must have more than one year of teaching experience.

Since the school is a legitimate SPED school, I rely heavily on principal and SPED

coordinator on the credibility of choosing the right participants suited for the study.

Role of the Researcher

Nowadays, teachers are facing some problems in the assessment strategies used

for children with special learning needs due to differing disability and severity (Special

Education Degrees, 2017). I conducted this study to know more about the experiences of

teachers with regards to the phenomenon.

The researcher’s role in qualitative research is to attempt to access the thoughts

and feelings of study participants (Sutton, 2015).

Furthermore, the role of the researcher in a qualitative research usually requires

clarifying their role in the progress of the research. The researcher was involved in the

stages of the study such as interviewer, recorder, transcriber, translator, and encoder

(Stuckey, 2013). As a good interviewer, the researcher asked probing questions, then

listens, then thinks, then asks more probing questions to get to deeper levels of

conversations. As the transcriber and encoder, all recorded interviews were transcribed
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and translated properly in English all the words from the interview and encode all the

responses of the participants correctly. The researcher also was responsible to establish

good communication skills with my participants in order to collect quality responses and

conduct a good interview.

Data Sources

The different ways of data gathering procedures such as interviews, observations

and documents are typically used by qualitative researchers (Creswell, 2007).

The data for this study were taken from the participants’ experiences and

observations, which were obtained through Individual In-depth Interview and Focus

Group Discussions. In-depth interviews which are sometimes referred as depth interviews

or by the acronym IDI, are a qualitative data collection method that involves direct, one-

on-one engagement with individual participants (Steber, 2017). Aside from writing

responses of the participants, voice recorder was used to make sure that responses were

not misinterpreted. The written and recorded responses were analyzed carefully.

Moreover, the researcher formulated the guide questions. The guide questions

were aligned to the statement of the problem to attain the purpose of the study. The

experiences, personal beliefs and views of the participants were also included during the

interview (Pandey, 2014).

The setting of the study was in Tagum City Division. I conducted the study from

December 2018 to January 2019 for the Academic Year 2018-2019. The teachers

interviewed were public elementary school teachers who have mainstreamed students in

their classroom.

Data Collection Procedure

Creswell (2007) mentioned that qualitative researchers were tied up in a series of

activities in the process of collecting data. A vital step is to find participants involve in this
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study, the availability of material, and place where to conduct study to obtain accurate

information.

As a researcher, I took careful steps in the data collection procedure. I also engaged

in a series of activities in the process of collecting data before arriving to the completion

of the research study.

First, I asked permission from the office of the Schools Division Superintendent

and the Administrator to be able to conduct the study.

Second, participants are identified with the use of snowball sampling method. I

ensured that those who were purposively selected really have an experience on the

phenomenon being studied. Hence, I humbly requested the principal to help me identify

the participants suited for the study. She gave me a list of prospect participants and

referred me also to the SPED coordinator of the said school who have more knowledge

about the teachers handling learners with special educational needs in regular classrooms.

Third, the individual in-depth interview took place in the specified time and venue

only after the participants signed the consent and was informed of the objective of the

study. I used my prepared open-ended questions to personally conduct the individual in-

depth interview. I also made sure that before conducting the focus group discussion, the

chosen participants agreed to the preferred time and venue. Voice recorder was used to

ensure validity and reliability which are very significant in the conduct of the study.

Fourth, interviews were stored and encoded in the computer for translation, since

all of the participants used vernacular. Answers were transcribed in verbatim to ensure a

greater degree of accuracy during the data analysis. In line with that, I made transcription

reference to ensure accuracy and avoid missing important details.

Fifth, thematic analysis was done. I was assisted by my adviser to ensure that the

responses of my participants were analyzed carefully based on the core ideas.

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Data Analysis

Qualitative data analysis can be described as the process of making sense from

research participants’ views and opinions of situations, corresponding patterns, themes,

categories and regular similarities (Cohen et al., 2007). Qualitative method is generally

interactive. The structure of an experience is interpreted during phenomenological

analysis (Sitko, 2013).

From the audio-recording stored in my computer, I transcribed the participants’

answers from specific questions to follow-up questions. To help me transcribed the data

gathered, I made transcription reference to ensure accuracy and avoid missing important

details. Then, followed by coding, wherein I analyzed the content of the answers of the

participants and assigned key words to the idea. Next, thematic analysis was done wherein

I extracted the main themes and core ideas of the responses related to each other, in order

for me to capsulize it. Analysis and interpretation were made afterwards. The results of

the gathered data were the bases for the conclusions, the implication for teaching practice

and recommendations for further research.

Trustworthiness of the Study

To establish the trustworthiness of this study I followed the suggestions of Lincoln

and Guba (1985) as cited by Shenton (2005). Credibility, transferability, dependability and

confirmability are the main concerns of qualitative research regarding its trustworthiness.

Credibility is defined as the confidence that can be placed in the truth of research

findings (Anney, 2014). Shenton (2005) suggested the following provisions in ensuring

credibility: prolonged engagement with the participants is required before triangulation,

iterative questioning, and member checking.

Prolonged engagement means being present in the site where the study is being

done long enough to build trust with the participants, experience the breadth of variation

and to overcome distortion due to the presence of researcher in the site. In this study, I
 22 22

asked follow-up questions to encourage the participants to support their statements with

examples. I also studied the data from their raw interview material until a theme emerged

to provide them with the scope of the phenomenon under study.

Triangulation, as suggested, may involve the use of main method, focus groups and

individual interviews, which form the major data collection strategies for qualitative

research. In this study, the researcher had different participants for FGD and different

participants for IDI, and the gathered data were triangulated to support the main method

of this study.

Iterative questioning was used in this study as suggested by Lincoln and Guba

(1985) that in order to elicit detailed data, iterative questioning is important in which the

researcher returns to matters previously raised by the participants and extracts related

data through rephrased questions.

Moreover, as suggested by Lincoln and Guba (1985) member checking also was

done. It is the single most important provision that can be made to bolster a study’s

credibility. Checks relating to the accuracy of the data may take place on the spotin the

course, and at the end, of the data collection dialogues. Participants were also asked to

read any transcripts of dialogues in which they have participated. Here the emphasis

should be on whether the participants consider that their words match what they intended,

since, if a tape recorder has been used, the articulations themselves should at least have

been accurately captured.

Thus, the data, interpretations, and conclusions were shared to the participants.

This allowed them to clarify what their intentions are, correct errors, and provide

additional information if necessary. This also confirmed the truthfulness of the summary

that these are all their experiences (Streubert & Carpenter, 1995). In this study, I gave to

certain participants all transcripts of interviews and focus group discussion for feedback.
 23 23

In addition, findings of the study were presented to the participants to confirm the result

of the study.

Transferability refers to the degree to which the results of qualitative research

can be transferred to other contexts with other respondents – it is the interpretive

equivalent of generalizability (Bitsch et al, 2005). Bassey (1981) proposes that, if

researchers believe their situations to be similar to that described in the study, they may

relate the findings to their own positions. This was supported by Lincoln and Guba (1989)

and Firestone (1993) as cited by Shenton (2005) who suggested that it is the responsibility

of the researcher to ensure that sufficient contextual information about the fieldwork sites

is provided to enable the reader to make such a transfer.

Thus, Guba (1999) suggested having provision of background data to establish

context of study and detailed description of the phenomenon in question to allow

comparisons to be made. Detailed description of the method and phenomenon can be an

important provision for promoting credibility as it helps to convey the actual situations

that have been conducted and, to an extent, the contexts that surround them. Without this

insight, it is difficult for the reader of the final account to determine the extent to which

the overall findings ring true (Shenton, 2005).

In order to address transferability, the researcher provided detailed and thick

description of the methodology and the phenomenon being studied and assured that the

data was on file to make this study more credible and transferrable.

Dependability is important to trustworthiness because it establishes the

research study’s findings as consistent and repeatable (Patton, 2005). Lincoln and Guba

(1995) stress the close ties between credibility and dependability, arguing that, in practice,

a demonstration of the former goes some distance in ensuring the latter. This may be

achieved by overlapping methods, such as the focus group and individual interview.
 24 24

In order to address the dependability issue more directly, the processes within the

study were reported in detail, thereby enabling a future researcher to repeat the work, if

not necessarily to gain the same results. In addition, the researcher carefully employed

overlapping methods such as having multiple data gathering procedures such as

interviews in both in-depth interviews and focus group discussion using an interview

guide as well as triangulation.

Confirmability refers to a degree of neutrality or the extent to which the findings

of a study are shaped by the respondents and not researcher’s bias, motivation, or interest

(Guba, 1985). To ensure the issue of confirmability, Guba (1985) as cited by Shenton

(2005) suggested the following provisions made by researchers: triangulation to reduce

effect of investigator bias, admission of researcher’s beliefs and assumptions, in-depth

methodological description to allow integrity of research results to be scrutinized; this

made the researcher create an audit trail.

Moreover, detailed methodological description enables the reader to determine

how far the data and constructs emerging from it may be accepted. Critical to this process

is the audit trail, which allows any observer to trace the course of the research step-by-step

via the decisions made and procedures described as suggested by Guba and Lincoln

(1995). An audit trail is a transparent description of the research steps taken from the start

of a research project to the development and reporting of findings.

In this study, the researcher kept all the records regarding what was done in the

conduct of the study so other personnel such as the research panel and adviser can check

to see if the interpretations and conclusions can be traced to legitimate sources.

Ethical Consideration

The Belmont Report attempts to summarize the basic ethical principles identified

by the Commission in the course of its deliberations. Three basic principles, among those

generally accepted in our cultural tradition, are particularly relevant to the ethics of
 25 25

research involving human subjects: the principles of respect of persons, beneficence and

justice.

The main concerns of this study are the individuals who are teaching in Elementary

public school. Therefore, their safety and full protection must be ensured. This is to

preserve the trust they gave. Thus, the researcher followed the ethical standards in

conducting this study as enshrined in Belmont Report in 1974.

The first principle, respect for persons, asserts that research participants should

be treated as autonomous individuals- that means they are independent, self-governing,

capable of making decisions for themselves as long as they are given sufficient information

to make those decisions. This principle forms the basis of informed consent (Creswell,

2007).

In this study, I had the written consent where the research participants were given

full information about the research, both risks and benefits, and allowed to make the

decision for themselves for full participation. As part of the consent, I included the

participant’s right to withdraw from the study, the focus of the study and methods to be

employed, statements surrounding confidentiality, and a signature of both the researcher

and the participant. Furthermore, I ensured that my research participants participated

voluntarily or without coercion.

The second principle, the principle of beneficence, refers to making efforts to

secure the well-being of research participants. Benefits to research might develop

friendship with the researcher or other participants, knowledge or education gleaned from

participation or the opportunity to do well for society or receive the esteem of others

(Creswell, 2007).

In this study, I used coding, specifically IDI and FGD, to ensure confidentiality of

their responses and their personal identity through anonymity. In addition, I ensured that

the outcome of the research was positive and beneficial to my research participants.
 26 26

Through this study, the participants can craft assessment strategies which are really suited

to the unique needs of the students.

The last tenet of Belmont Report is the principle of justice. All classifications of

people (race, gender, ethnicity, age, etc.) should be equally subjected to the risks and

benefits of research, and people should be included or excluded only for reasons that have

to do with research questions or hypothesis (Adams, 2008).

As suggested, I ensured that my research participants were equitably selected. As

a researcher, I ensured that all the principles would be addressed to protect the rights of

the participants. To ensure justice, the result of this study was presented to the

participants.

.
 27 27

Chapter 4

RESULTS

Presented in this chapter are the experiences of the participants, their insights and

perceptions as well as the constructs which emerged from the information gleaned

through in- depth interview and focus group discussion.

Experiences of Teachers on the Assessment Strategies of Children with

Special Learning Needs in a Regular Classroom

From the data collected on the experiences of the participants, six main themes

emerged as presented in Table 1. These themes helped me determine which core ideas to

report. These themes are: 1) use of differentiated assessments; 2) sense of fulfillment and

satisfaction; 3) difficulty in handling undesirable behaviors; 4) communication problems;

5) individualized instruction; and 6) lack of training and knowledge.

Table 1

Themes and Core Ideas on the Experiences of Teachers on the Assessment

Strategies of LSEN in a Regular Classroom

Major Themes Core Ideas

• We used performance like oral recitation, role

playing and group activities.
• In kinder, we based our assessment in the checklist.
We check if gross motor skills, psychomotor skills
and self-help skills can already be done by the child.
• We used laddering, like scaffolding method that you
Use of Differentiated should start with a very basic one.
Assessment • We used journal especially if we observed unusual
behavior.
• We used experiment style because LSEN prefer it
and sometimes oral questioning to test if they
understood.
• We also used portfolio to know the strengths and
weaknesses of the learners.
• Once you accomplished it, you have sense of
fulfillment that you make them understood the
lesson.
Sense of Fulfillment and • If he had learned something, that is the best for me.
Satisfaction • Even a little understanding from them makes me
happy.
• I will be amazed if they can memorize their piece.
 28 28

• If they can follow the instruction easily that is

something big, it makes me happy.
• The only problem is their behavior; they really need
someone to look for them because they lack focus.
• I have difficulty in their attention span because they
have tantrums.
• When they are having a tantrum and their behavior
Difficulty in Handling
cannot be understood, they will have trouble with
Undesirable Behaviors
others.
• They have different behaviors and there are times
tantrums occur.
• There were times that he always goes out, goes to cr
and wash hands and he even spit on me.
• Communication also is impossible to them because
these children have limited knowledge about sign
language.
• They cannot easily understand, I kept on
Communication explaining.
Problems • We cannot understand each other.
• The medium of instruction is Bisaya and then they
only know English so we need to translate it in
English because they cannot understand Bisaya.

• Sometimes I need to explain to him one on one on

how to answer.
Individualized
• One on one so that the students can really focus, you
Instruction
too also can focus to them.
• I do one on one with the child.
• When I talk to him one on one, he can understand
easily.
• I am not exposed to sign language.
• I am not good in sign language.
Lack of Training and • I am not good in sign language; I need more
Knowledge training to properly aid the child.
• My problem is I know only few words of the sign
language.

Use of Differentiated Assessment

All the participants shared their experiences with the use of differentiated

assessments in addressing the unique needs of the children.

As shared by IDI-P6,
“Nagamit sa performance kay oral recitation, role
playing kanang group”.

(We used performance like oral recitation, role playing and

group activities.)
 29 29

Moreover, FGD-P8, also shared the differentiated assessment she used for her

students,

“Sa amua kinder naa mi ginagamit na checklist echeck

pud namo kung kana bana bataa makaya na ba niya
kanang gross motor skills, pyscho motor mga kuan nato
self-help “

(In kinder, we based our assessment in Checklist we check

if gross motor skills, psychomotor skills and self-help skills
can already be done by the child).

If the students are having difficulty with the lesson laddering or scaffolding is being

used to go back to the very basic things to be learned. As this participant recalled,

“Kanang laddering gani murag scaffolding method nga

start with a very basic”. (IDI-P2)

(We used laddering, like scaffolding method that you

should start with a very basic one.)

To record the behavior and learnings of the children journal is being used. This is

also for reporting regarding the progress of the child. This was mentioned by FGD-P9.

“Katung sakua kay journal. Usually mag journal mi pag

makitaan namo ang bata nga murag lahi rajud.”

(We used journal especially if we observed unusual

behavior.)

To find out if students have learned something, the teacher can use oral questions.

Sometimes though the LSEN prefer expirement style.

“Kasagaran pod sa akoang special mas ganahan sila og

experiments style. Usahay kay oral mangutana ko sa
iyaha kasabot ba sya ana.” (IDI-P4)

(We used experiment style because LSEN prefer it and

sometimes oral questioning to test if they understood).

In addition, she shared another alternative strategy she had been using.

“Isa pud na portfolio ginagamit namo na kay para ma

assess kung asa sila hawod og magkalisod.” (FGD-P13)
 30 30

(We also used portfolio, to know the strengths and

weaknesses of the learner.)

Sense of Fulfillment and Satisfaction

Sense of fulfillment and satisfaction also was being experienced by the participants

despite of the problems being faced by them inside the classroom. This was evident when

this participant shared,

“Once na achieve nimo na kanang fulfilled kayo ka.

Kanang murag maka feel ka og sense of fulfillment gani
once you make them understood the lesson.” (IDI-P2)

(Once you accomplished it, you have sense of fulfillment

that you made them understood the lesson.)

In addition, FGD-P8 expressed that,

“Kanang naa siyay natun-an ma’am mao nay best sa
akua. “

(If he had learned something, that is the best for me.)

Another satisfaction and fulfillment experience by the participant,

“Pag ma gets nila akong lesson at least maskin gamay
lang na sya na thing makasabot lang jud sila og gamay
maskin dili tanan malipay nka ana”. (IDI-P4)

(Even a little understanding from them makes me happy.)

This was also felt by the participants of both in- depth interview and focus

discussion as they shared their experiences,

Kanang ma amaze ko kay kanang naa kay gihatag na

song sa iyaha then ipamemorize nimo mamemorize jud
niya. “(IDI-P6)

(I will be amazed if they can memorize their piece.)

“Kanang naa kay gipahimo sa ilaha unya makuha nila

malipay naka kay pagsulod nila sa imuha dili pa sila
kabalo ana bisan sa instruction lng unya makuha dayun
nila dako na kayo na sa kua.” (FGD-P9)

(If they can follow the instruction easily that is something

big, it makes me happy.)
 31 31

Difficulty in Handling Undesirable Behaviors

One of the major themes extracted from the research question was the participants’

difficulty in handling undesirable behaviors. All of the participants shared their

experiences in assessing learners with special educational needs.

Here are some of the stories shared by the participants in in-depth interview,

“Ang ilaha lang gyung problema ang ilahang behavior.

Kailangan jud na naay mubantay sa iyaha. Kulang sila
ug focus”. (IDI-P6)

(The only problem is their behavior; they really need

someone to look for them because they lack focus.)

“Ilahang attention span mag lisod ko. Ang behavior nila

behavioural nila pag dili sila gusto ayaw nila mag
tantrums man gud na sila ba. Mag wild man gud na sila.
Ang pinakalisdan jud nko noh kanang mag tantrums
sila.” (IDI-P4)

(I have difficulty in their attention span because they have

tantrums.)

“Mag tantrum sila tapos ilang mga batasan kay dili

masabtan, matrouble sila sauban.” (IDI-P1)

(When they are having a tantrum and their behavior

cannot be understood, they will have trouble with others.

The participants also in the focus group discussion shared same sentiments,

“Kay dili jud baya everyday pareha sila og behavior

maglahi-lahi jud baya naa jud bayay panahon na
tingtukar.” (FGD-P8)

(They have different behavior and there are times tantrums

occur.)

“Naa jud panahon na mag sige siyag gawas mag balik-

balik ug cr manghugas og kamot. Katong first time nko
naka experience noh kay naay time giluwaan jud ko. Naa
mga time na dili sya gusto mosulat dili jud kay kung
imong pugson kay mag wild”. (FGD-P11)

(There were times that he always goes out, goes to cr and

wash hands and he even spit on me.)
 32 32

Communication Problems
One of the problems of teachers in assessing LSEN is the inability of the teachers

and students to understand each other and the inability of the students to understand and

communicate with each other. This was shared by the participants during the interview.

These participants narrated their experiences in having difficulty communicating

to their learners. Most of the teachers having difficulty commucating are those who

handled learners with hearing impairments.

As IDI-P2 shared her problem,

“kana na mga bata limited ra jud ilahang knowledge
about sign language unya, ang communication imposible
kayo para sa ilaha. “

(Communication also is impossible to them because these

children have limited knowledge about sign language.)

In addition, she stated that,

“Dugay kayo sila kasabot dear pabalik-balik jud ka sa
ilaha og explain”. (IDI-P4)

(They cannot easily understand, I kept on explaining).

Furthermore, the participants shared their sentiments,

Encounter nko about sa assessment kay kuan kanang sa
amang dili mi magka sinabtanay ba, dili pod baya ko
hawod og sign language mao lagi na e sulat jud. (IDI-P3.)

(We cannot understand each other.)

Another participant shared with the same experience,

“Ang kanang medium of instruction ba bisaya unya
English baya sila e translate pa nimo kay dili man sya
kasabot ug bisaya”. (FGD-P13)

(The medium of instruction is Bisaya and then they only

know English. So, we need to translate it in English
because they cannot understand Bisaya.)
 33 33

Individualized Instruction
To aid the learners with special educational needs in the assessment strategies

being employed by the teachers, individualized instruction has been done to help them

achieve the desired learning.

As expressed,
“Usahay one on one nimo sya e explain nmo sa iyaha na
ing-anion nimo sya.” IDI-P4.

(Sometimes I need to explain to him one on one on how to

answer.)

Another participant agreed as she shared,

“One on one kay para maka –focus sila ug ikaw pud sa
ilaha.” (IDI-P1.)

(One on one so that the students can really focus, you too
also can focus to them).

In fact, this participant agreed with the same experience,

” Mao gani to akong e one on one.” (IDI-P3)

(I do one on one with the child.)

This participant also had the same experience,

“Kanang kami jud ang mag istorya makasabot jud sya “.
(IDI-P4)

(When I talk to him one on one, he can understand easily.)

Lack of Training and Knowledge

Most of the participants from in-depth interview and focus group discussion who

handled learners with hearing impairment admitted that they lack knowledge on how to

assess and address the unique needs of the child.

The following participants have the same experience. Here are some of their

stories,

“Dili gani kayo ko expose sa sign language jud”. (FGD-

P10)

(I am not exposed to sign language.)

 34 34

“Dili bya ko hawd atong sign language. Nag lisod pod ko

kay nag skwela mi ana pila ra man gud to kabulan gud”.
(IDI-P3)

(I am not good in sign language.)

“Dili man ko hawod mag sign language. Kinahanglan ko

og training para mas matabangan pa nko ang bata ba”.
(FGD-P10)

(I am not good in sign language. I need more training to

properly aid the child.)

“Ang problema jud nko kay kana ganing limited lng ang
words na ma sign nmo.”. (FGDP9)

(My problem is when I know only few words of the sign

language.)

Coping Mechanisms of Teachers on the Assessment Strategies

for Learners with Special Educational Needs in a Regular Classroom

There were five main themes emerged from the data collected from the responses

of the participants as shown on Table 2 namely: 1) collaboration and support; 2) positive

attitude and motivation; 3) continuous education; 4) acceptance; and 5) modification of

assessment.
 35 35

Table 2

Themes and Core Ideas on the Coping Mechanisms of Teachers on the

Assessment Strategies of LSEN in a Regular Classroom

Major Themes Core Ideas

• I call the parents to come in the classroom. Then, I go to

the SPED teacher since they are the expert.
• I asked the former teacher of my student so that I know
what to do. At the same time, the parents are supportive.
• I contacted his previous teacher to know some
precautions.
Collaboration and • I tried what I think is the best solution, I seek help to his
Support previous teacher and consult her on what to do.
• I had conference with his former SPED teacher so that we
can assess the child.
• I have to tap the parents and coordinate with the
principal.
• I asked for the assistance of the principal and the
assistance of those who are handling them.
• I considered it as positive because it helps me to look for
some assessment strategies suited for LSEN.
• I look for his positive side so that I will be more motivated
to help him.
Positive Attitude • I take it as a positive motivation for me to be more
and Motivation motivated.
• I am a teacher, I have to solve the problems and ensure
that children have learned.
• I see that they have learned, and that is one of my
motivations.
• We need continuous education so that at least we know
what strategies need to be done.
• We, as teachers who handled mainstreamed students
really need training.
• We need trainings and seminars and apply our learning to
Continuous the children.
Education • We have difficulty in sign language that is why we need
exposure in trainings and seminars regarding assessing
children with special needs.
• We update ourselves with the latest trends and latest
strategies in assessing and teaching children by attending
seminars.
• I had acceptance and I look deeper to the nature of the
child to understand better.
• I embraced and accepted the whole child incuding his
disability.
Acceptance • I treated them like a regular student and treated them the
same.
• I accepted that it is normal to encounter such challenges.
 36 36

• I made strategies that he can easily understand and target

the area that needs improvement.
• I devised another assessment strategy that is way easier
Modification of when the students have difficulty.
Assessment • I have always used different strategies like games in order
to easily grasp the lesson.
• I used manipulative materials because it is the only way
that they can understand.

Collaboration and Support

Selecting assessment strategies for learners with special educational needs in the

regular classroom can be very difficult for teachers. It was found out that with the

collaboration and support of the people around them like co-teachers, parents, students

and principal became one of the coping mechanisms of the said participants.

IDI-P4 shared her experience in overcoming difficult situation by saying,

“Tawagon nako ang parents jud. E follow- up jud nimo

ang parents na muanhe dri sa classroom then, adtuon jud
nimo ang ilahang teacher sa sped kay sila man jud ang
hawd ana.”

(I call the parents to come in the classroom. Then, I go to

the SPED teacher since they are the experts.)

Participants from the FGD shared the same experience,

“Gipangutana nako ang previous teacher para mkabalo
pod ko ba unsaon. Ang parents pod at the same time
supportive pod bah”. (FGD-P11)

(I asked the former teacher of my student so that I know

what to do. At the same time, the parents are supportive.)

Other participants shared the same coping mechanisms,

“Mo contact ko sa iyahang teacher, unya unsay mga

precautions”. (FGD-P12)

(I contacted his previous teacher to know some

precautions.)

Ako kay kuan nag try ko ug kung unsa pamati nko na

solutions, kung dili na makaya mag seek ko ug help sa
 37 37

iyahang previous teacher, consult jud ka maam unsaon ni

sya. (FGD-P9)

(I tried what I think is the best solution, I seek help to his

previous teacher and consult her on what to do.)

FGD-P13 added that,

“Ako kuan conference sa teacher niya sa SPED para
amuang ma assess ang bata “.

(I had conference with his former SPED teacher so that we

can assess the child.)

Support with the parents and the principal also helped the participants overcome

the challenges they have experienced. Here some of the stories of the participants,

”Una mu kuan ko sa ginikanan mo tap, besides sa parents

muadto pud ka sa principal makipag coordinate”. (IDI-
P1)

(I must tap the parents and coordinate with the principal).

“With the assistance pod siguro sa principal with the

assistance of those who are handling them mao na cope
up nko ang mga challenges.”. (IDI-P5)

(I asked for the assistance of the principal and the

assistance of those who are handling them.)

Positive Attitude and Motivation

Positive attitude and motivation tend to be one of the coping mechanisms of the

participants as they experience challenges and difficulties.

Looking for the positive things is one of the stories shared by these participants,

“Actually, gi consider nko siya as positive in which I know

it helps me to look for some assessment strategies that will
especially address the learner and get the interest of the
learner.” (IDI-P6)

(I considered it as positive because it helps me to look for

some assessment strategies suited for LSEN.)

“Tan-awon nako ang positive ideas niya kay para ma

motivate ko na mas tabangan pa ang bata.” (FGD-P10)
 38 38

(I look for his positive ideas so that I will be motivated to

help him.)

“E kuan nko e take nko sya as positive motivation para

the more ka ma motivate.” (IDI-P2)

(I take it as a positive motivation for me to be more

motivated.)

Furthermore, IDI-P3 expressed her motivation toward learners with special

educational needs.

“Ako lng jung kuanon na maestra jud baya ko

kinahanglan jud nako nang sulbaron. Na ang mga bata
naa pod matun-an jud.”

(I am a teacher, I have to solve the problems and ensure

that children have learned.)

Despite of the unique needs of the students, they can still learn, and this is how she

cope with the challenges faced. She narrated,

“Kna ganing makita nko nga-naga learn sila mao na lng

na imo motivation ba.” (FGD-P9)

(I see that they have learned, and that is one of my

motivations.)

Continuous Education
Ultimately, continuing education for updating the knowledge found to be the

coping strategy of the participants.

FGD-P9 exclaimed that,

Continuous education para at least mam ba kabalo mi
kabalo unsa pa na mga strategies angay buhaton.

(We need continuous education so that at least we know

what strategies need to be done.)

Another participant also admitted,

“Sa tinuod lng noh, kita nga naga handle sa mainstream

kailangan jud nato ng training.” (FGD-P10.)

(We, as teachers who handled mainstreamed students really

need training.)
 39 39

It was also agreed by the participants in IDI and FGD respectively,

“Kailangan pud ug mga trainings, seminar kay para pud

ma apply sa mga bata.” (IDI-P1).

(We need trainings and seminars and apply our learning to

the children.)

“Kinahanglan jud noh na ma expose mi sa seminars and

trainings sa sign language with regard to assessing children
with special needs.” (FGD-P8)

(We have difficulty in sign language that is why we need

exposure in trainings and seminars with regard to assessing
children with special needs.)

Another participant expressed her need to additional knowledge to help better the

students with unique needs.

“Update yourself with the latest trends kanang mga latest

strategies in assessing and teaching with these children so by
attending with the seminars. “(IDI-P2)

(We update ourselves with the latest trends and latest

strategies in assessing and teaching with children by
attending seminars.)

Acceptance

Accepting and embracing the nature of the child helps the participants to cope as

they experienced challenges and difficulties. This is evident when the participants shared

their experiences.

“Acceptance lang siguro. Tan awon jud ang nature sa bata

para mas masabtan. “(IDI-P5.)

(I had acceptance and Iook deeper to the nature of the child

to understand better.)

“By embracing the child. Dawaton ang bata apil ang

iyahang kapansanan “(IDI-P6)

(I embraced and accepted the whole child including his

disability.)
 40 40

Another participant exclaimed that by treating them as how normal students had

been treated can help the teacher accept the child.

“E feel lng pod nko sya na regular. So, e kuan nmo sya na
pareha ra gani sila.” (FGD-P11)

(I treated them like a regular student and treated them the

same.)

This participant also coped with challenges by not taking the problems seriously

but rather accepting the nature of the child that they are who they are to avoid more stress.

Here are some of their experiences,

“Dawaton lang kay normal ra man na siya na maka
encounter jud mi og ing-ana.” (IDI-P7).

(I accepted that it is normal to encounter such challenges.)

Modification of Assessment

In order to cope with the challenges and difficulties in the assessment strategies of

learners with special educational needs in the regular classroom. The participants modify

their assessments to address the unique needs of the learners.

The participant shared willingly on how she modifies the assessment,

“Mag buhat ka og strategy na dali ra siya kasabot. Didto

nmo siya e assess asa nmo siya pwede e improve didto nimo
siya.” (IDI-P4)

(I made strategies that he can easily understand and target the

area that needs improvement).

IDI-P7 further elaborated,

“Mangita mi og lain na kuan assessment strategy na mas
sayon sa mga bata hilabi na og nagkalisod sila.”

(I devised another assessment strategy that is way easier when

the students have difficulty.)

She added,
“Daghan mi strategy perminti kung mag leksyon naa mi
leksyon dala dula kay para makuha jud dayon nila kay kung
pure man gud ka mag leksyon dili dayon nila makuha ang
assessment.” (IDI-P7)
 41 41

(I have always used different strategies like games. It is

embedded in order to easily grasp the lesson.)

Manipulative materials are needed to properly employ the suited assessment as

expressed,

“Kuan siguro more on using IMs mga manipulative

materials kay mao ra man na siya ang way na makasabot
sila.” (IDI-P2)

(I used manipulative materials because it is the only way that

they can understand.)

Insights of Teachers on the Assessment Strategies for Learners with

Special Educational Needs in a Regular Classroom

There were four themes emerged as a result of the responses of the participants

generated from the question above namely: 1) proper training; 2) provide assessment tools

and materials; 3) background profiling; and 4) lessesn the number of students.

Table 3

Themes and Core Ideas on the Insights of Teachers on the Assessment

Strategies of LSEN in a Regular Classroom

Major Themes Core Ideas

• Number one is to equip ourselves with the trends on the

different techniques that should be suited to the children
with special needs.
• There should be seminars about assessment strategies
which are deeper.
• We should have schooling about special education like when
Proper I attended sign language training; it really helps me a lot.
Training • There should be seminars trainings and workshops which
are suited for their needs
• More training for free on how to properly assess students.
• Well equipped teachers who are willing to embrace the
differences of the children, ready to love the unlovable and
teach the unteachable.
• Give more materials that can be used by LSEN based on
their grade level and can cope with their needs and
assessment tools.
• Provide us instructional materials because what we are
using now is mostly coming from google.
 42 42

• They should also give tools and good materials which are
easy to conduct with the students.
• Provide us assessment tools.
• There should have been unified assessment tools given by
Provide DEPED.
Assessment Tools • My suggestion is that the LSEN should have different
and Materials assessment tool during exam and they should have their
own test paper that are fitted to their needs.
• They should be assessed with their own card to know they
are good at like doing chores and not the same card that we
used for grading.
• Before giving assessment, you must have profile reading
assessment to know the background of the student.
• The teacher has to know the information of the child so that
the children will not become different.
• Share the backround of students, what kind of behavior they
Background possess to give proper and suited activities for the students.
Profiling • If you do not know the behavior of the child, the teacher
should share the background of the students.
• My recommendation is to lessen the number of students.
• The number of students in the regular class should be
Lessen the lessened.
Number of • There should be small population inside the classroom like
students in my case, I have 50 students then sometimes I forget that
I have mainstreamed students.

Proper Training

Most of the participants both from IDI and FGD stressed the importance of

trainings in the assessment strategies to improve the employed assessment for learners

with special educational needs.

IDI-P2 shared the same insight she said,

“Kuan lang gyud number is one to equip themselves with the

trends with the different techniques that should be suited to
the children with the ano. “IDI-P2

(Number one is to equip ourselves with the trends on the

different techniques that should be suited to the children
(with special needs).

IDI-P7 and IDI- P3 suggested that,

“Kuan dapat, mo kuan pa jud sila og seminar na mas lalum
pa jud about sa assessment gani.”(IDI-P7)
 43 43

(There should be seminars about assessment strategies which

are deeper.)

“Ma’am dapat mag skwela pod mi og kanang about sa

special education diba. Pero katong nag skwela mi og sign
language nakatabang jud to siya.” (IDI-P3)

(We should have schooling about special education like when

I attended sign language training; it really helps me a lot.)

Participants from the FGD corroborate with the insights and suggestion of IDI.

Here are some of their insights and suggestions,

“Trainings and workshops na suited jud para sailaha.”

(FGD-P12)
(There should be seminars, trainings and workshops which
are suited for their needs.)

“More trainings for free kung unsaon jud pag assess ang
bata”. (FGD-P8)

(More trainings for free on how to properly assess children.)

Furthermore, he elaborated,

“First is well equipped teachers who are willing to embrace

the differences of the children ready to love the unlovable,
ready to teach the unteachable “(IDI-P6)

(Well equipped teachers who are willing to embrace the

differences of the children, ready to love the unlovable and
teach the unteachable.)
Provide Assessment Tools and Materials

Assessment tools and materials are one of the insights mentioned by the

participants during the interview. Tools and materials that are suited for learners with

special educational needs.

As this participant implored,

“Give more materials na mag depende sa grade level nila.

Materials na magamit jud sa special children based on their
grade level na kuan jud ma cope jud ilahang needs gani og
assessment tools”. (IDI-P4)
 44 44

(Give more materials that can be used by LSEN based on their

grade level and can cope with their needs and assessment
tools.)

It was also supported when the participant from FGD said,

“Providan me ug instructional materials pareha sa ilaha kay

among materials na ginagamit karon no kay mangita ra sa
google.” (FGD-P13)
(Provide us instructional materials because what we are using
now is mostly coming from google.)
FGD-P13 and FGD-P12 agreed,
“Mo hatag pod sila og mga tools sa amo nga magamit basin
naa silay mga gwapo na materials na mas sayon na makuha
sa mga bata ba.” (FGD-P13)

(They should also give tools and good materials which are
easy to conduct with the students)

“Providan me ug assessment tools.” (FGD-P12)

(Provide us assessment tools.)

Further, she added that,

“Naa dapat unified assessment tools na ihatag ang Dep-Ed”
(FGDP-13)

(There should have been unified assessment tools given by

DepEd).

IDI-P4 and IDI-P5 also suggested that,

“Akoang ika suggest dapat jud unta naa silay lahi na
assessment tool na during exam dapat ang amoang special
naa jud silay sariling test paper na kana kuan fitted ra jud
sa ilaha.”

(My suggestion is that the LSEN should have different

assessment tool during exam and they should have their own
test paper that are fitted to their needs.)

“Dapat gud noh sa assessment nila naa silay kanya-kanyang

card. Dili card na ginagamit namo na naay grades. Ang bag
o nila na card kay asa sila dapita, manghinlo, manghugas.”

(They should be assessed with their own card to know they are
good at like chores and not the same card that we used for
grading).
 45 45

Background Profiling
Understanding the learner’s backround is one of the insights of the participants.

Knowing the learner’s information can help the teacher creates some effective assessment

strategies for LSEN in the regular classroom.

As IDI-P6 shared,
“Before giving assessment you must have profile reading
assessment to know the background of the student.”

(Before giving assessment you must have profile reading

assessment to know the background of the student.)

Participant from the FGD also elaborated,

“Kinahanglan pud siyag information about ana nga bata
para dili pud siya ma lahi ba.” (FGD-P10)

(The teacher has to know the information of the child so that

the children will not become different.)

Another participant added that,

“Mo ingon ka sa imong kauban na kini nga bata mao ni
iyang behavior para matagaan og tamang mga activity.”
(FGD-P12)

(Share the backround of students what kind of behavior they

possess to give proper and suited activities for the students.)

This participant also mentioned the same insight.

“Ilabi na ug wala pa ka-ila sa behavior sa bata dapat pod
jud ang teacher e share niya iyang nahibaloan anang
bataa.” (FGD-P13.)

(If you do not know the behavior of the child, the teacher
should share the background of that student.)

Lessen the Number of Students

Reducing the number of students in the class is one of the insights participants

upon the interview.

IDI-P2 shared her suggestion,

“My recommendations sa kuan kay less ang number sa kuan

studyante. (IDI-P2)
 46 46

(My recommendation is to lessen the number of (students).)

Another participant also suggested the same insight.

“Dapat pod gamay ra ang studyante sa regular class.”

(FGD-P8)

(The number students in the regular class should be

lessened.)
IDI-P3 elaborated that,

“Gamay lang ang population sa room. Pareha ani daghan

kaayo ang akoang bata naa koy 50 unya usahay malimtan
nako sila na hala naa man diay ko special oi.”

(There should be small population inside the classroom like

in my case, I have 50 students then sometimes I forget that
I have mainstreamed students.)
 47 47

Chapter 5

DISCUSSIONS

This chapter presents the discussion of the results of the study as well as the

conclusions and the implication for future research which are anchored on the results of

the investigation.

The objective of this phenomenological study was to generate findings on the lived

experiences relative to the assessment strategies of teachers for learners with special

educational needs in the regular classroom through in-depth interview and focus group

discussion.

Experiences of Teachers on the Assessment Strategies for Learners with

Special Educational Needs in a Regualar Classroom

From the data collected on the experiences of the participants, six main themes

emerged: 1.) use of differentiated assessment; 2.) sense of fulfillment and satisfaction; 3.)

difficulty in handling undesirable behaviors; 4.) communication problems; 5.)

individualized instruction; and 6.) lack of training and knowledge.

Use of Differentiated Assessments

Most of the participants in the study emphasized the use of differentiated

assessment to properly address the needs of the learners. Differentiated assessments were

used by the participants to cater those learners with special educational needs who cannot

cope with the pacing in the regular classroom.

The use of differentiated assessment activities was supported by Stears & Gopal

(2010) who stated that differentiated assessments do not only measure but also teach will

be useful while creating such environments. There are great number of studies which show

that using such alternative activities do not only serve measurement purposes, but also

make great contributions to students’ learning and concepts in meaningful permanent and

conceptual way.
 48 48

Using differentiated and alternative activities which take into consideration

individual differences that are suited to the unique needs of the children (Cepni & Coruhlu,

2010).

Sense of Fulfillment and Satisfaction

Another major theme found in this study is the sense of fulfillment and

satisfaction. Teachers who have successfully worked with learners with special educational

needs often describe the satisfaction they feel when the lessons are- sometimes, at long

last understood.

Successes in assessing with these children are measured in inches not feet. Even

the smallest achievement has likely been longer and rougher than for those learners

without disabilities (Boll, 2014).

In addition, the study of Sergiovanni (1967) revealed that achievement, recognition

and responsibility were factors contributed predominantly to teacher job satisfaction. This

was also in support with the results of the study.

Students’ Undesirable Behavior

How students behave in a classroom affects how much and how well they learn.

The participants find it diffcicult to assess the learnings of the students because of many

distractions especially the different kinds of behavior of the students.

Many types of behavior detract teachers in employing assessments inside the

classroom. These include talking out of turn, being out of the seat without permission, not

paying attention and disrupting other students by making noise or touching them.

Students’ undesirable behaviors are one of the most important problems of teachers in the

classroom (Teyfur, 2015).

This was supported by Sun &Shek (2013) that student misbehaviors such as

disruptive talking, chronic avoidance of work, clowning, interfering with teaching

activities, harassing classmates, verbal insults, rudeness to teacher, defiance, and hostility,
 49 49

ranging from infrequent to frequent, mild to severe, are a thorny issue in everyday

classroom. Teachers usually reported that these disturbing behaviors in the classroom are

intolerable and stress-provoking, and they had to spend a great deal of time and energy to

manage the classroom. Obviously, student misbehaviors retard the smoothness and

effectiveness of employing assessment strategies and impede the learning of the student

and his/her classmates. Moreover, research findings have shown that school misbehavior

not only escalated with time but also lowered academic achievement and increased

delinquent behavior.

Communication Problems

Communication barriers in the classroom certainly make it difficult for teachers

and students to address and employ the desired assessment strategies. The participants

expressed their difficulty in communicating to students or vice versa or students to

students.

According to Aparajeya (2016) who stressed that effective communication

between teachers and students has the potential to prove the learning experience and can

possible do the tasks given. Often, students have unaddressed learning or speech

difficulties and struggle to communicate in classroom settings.

In addition, communication is an important part in assessing because the students

have to be able to understand the message that the teacher is trying to convey. Students

also have to be able to communicate effectively with each other. If the teacher and student

do not speak the same language or do not use the same mode of communication, then

there can be a major communication barrier (Ashikuzzaman, 2014).

Individualized Instruction

In a large classroom, even the brightest students can feel lost, left behind or

disengaged. Due to the differing needs of students, the participants usually use

individualized instruction not just to cope with the other students but also in order for the
 50 50

students to understand easily the given tasks. It is believed that the most effective learning

occurs when a student receives individual and personalized attention-a tutoring

experience tailored to their unique needs.

Due to the different needs of learners with special educational needs, mainstream

teachers find it difficult to teach and assess these children. Individualized instruction

refers to the use of strategies, resources, and assessments to meet the needs of the

particular learner. It ensures that students are getting the proper guidance, flexibility,

learning support to expand opportunities for academic growth (King, 2018).

Furthermore, Heathers (1977) stated that individualized instruction is an

important way in which teachers can contribute to their students’ self-concepts is through

taking advantage of opportunities to give each student attention, encouragement, and

praise.

Lack of Training

Assessing student performance is one of the most critical responsibilities of

classroom teachers; yet, many teachers do not feel adequately prepared for this task.

Teachers often believe that they need remediation or assistance in applying assessment

concepts and techniques, as well as making assessment-related decisions.

The need for teachers who have both the knowledge and ability to teach and assess

learners with special educational needs is more critical today than ever before. A national

push to take LSEN out of isolation means they will spend most of their time in the general

education classroom. That means general education teachers are teaching more LSEN, but

training programs are doing little to prepare teachers.

Furthermore, a study conducted by Cherishe (2012) found that most mainstream

teachers acknowledge that teaching and assessing learners with hearing impairment were

difficult for them. Some said they were not conversant with appropriate skills and

language for use.

 51 51

Mainstreaming has served many learners with special educational needs very well

but communicating differently or without being direct conversation with teachers and

peers can create a restrictive environment for students. Despite of the best efforts given by

teacher in the mainstream, they still do not provide sign language skills with adequate and

linguistic, academic and social participation in a learning context of learners with special

educational needs (Fitsgerald& Ministry of Education, 2010).

Coping Mechanisms of Teachers on the Assessment Strategies

of LSEN in a Regular Classroom

There were five themes emerged out of the analysis of data of research question

number two. The coping mechanisms mentioned by the participants are the following: 1.)

collaboration and support; 2.) positive attitude and motivation; 3.) continuous education;

4.) acceptance; and 5.) modification of assessment.

Collaboration and Support

Students within the classroom frequently provide valuable support for teachers

overseeing the classroom. Based on the results of the study, many teachers have learned

that when they utilize the non-disable students in their classrooms, they are better able to

work individually with the learners with special educational needs peers. This not only

reduces stress, but also enables the teacher to spend more time working individually with

other struggling students (Education corner, 2019).

Moreover, special education teacher works alongside with the general education

teacher to help meet student’s needs (Zeiger, 2018). They work together to design lesson

plans to fit the needs of all students, with the special education tacher focusing on the

needs of the lesrners with special educational needs.

Thus, ongoing communication is essential for locating individuals like parents,

special education teacher, services and materials to best support all the students.
 52 52

Positive Attitude and Motivation

Positive attitude and positive motivation helped the participants overcome some

of the challenges they had encountered. Positive attitude and motivation of the

participants lead to the creation of more appropriate strategies that are suited for the

children with special educational needs.

In line with this, if motivation is mastered then setbacks and challenges being

experienced can find and create a way to always look forward for solutions and growth

(Han, 2016).

In addition, positive attitude is very important as a teacher. It affects students in

in many ways and can shape their learning experience and would dictate how much they

have learned (Holland, 2016).

Acceptance

Considering the diverse students in a regular classroom not to mention the unique

needs of the learners with special education needs, acceptance is one of the coping

mechanisms mentioned by the participants.

As stated by Kohl (2013) that acceptance is a strategy that is expected to increase

pain tolerance. The participants accept the nature of the learners. The ability and inability

of the LSEN to do something reflects as the teacher accepts the condition of the children

that would lead the teachers to devise some assessment strategies suited to the needs of

the children.

A study conducted by Pulschen (2015) stressed that acceptance is an appropriate

medium to help prevent more possible problem in the future in handling and assessing

children with special educational needs. Most of the participants mentioned that they were

not taking the problems and challenges seriously. They just accept that it was the kind of

children they are handling.

 53 53

Continuous Education
Continuous professional development is one of the coping mechanisms of teachers

in solving problems and challenges in handling and assessing learners with special

educational needs.

Professional development is important because education is an ever growing, ever

changing field. This means that teachers nust be life long learners in order to teach new

groups of students (Teacher Org., 2019). As mentioned also by the participant that every

year they have a new different learner with special educational needs.

Additionally, most of the participants who handled learners with Hearing

Impairment admitted their difficulty in sign sign language, thus training is what they need.

Rather than feeling limited or frustrated by inability to communicate, sign language

enables a learner with disability to express themselves and communicate vital information

to their parents, teachers and peers (SPED, 2016).

Modification of Assessment

Modification means a change in what is being taught to or expected from the the

learner. The responses of the participants showed that most of them modified the

assessment given to the learners with special educational needs in order to suit to the

students’ ability and capacity to do the tasks given. Hence, making an assessment easier

so the student is not doing the same work as the other student.

In modifying, teachers may make a range of adjustment form modifying

instructional materials to using alternative behaviors to complete the task given. Teachers

may consider different methods of assessments, including the use of portfolios and non-

letter grading as alternative authentic assessments (Dieker & Murawski, 2003).

In line with this, Bauer & Cole (2012) stated that the modifications strengthened

or weakened key characteristics of the activity. Teachers may modify and adapt
 54 54

instructional setting within the regular classroom to cater learners with special

educational needs.

Insights of Teachers on the Assessment Strategies of LSEN

in a Regular Classroom

I came up with four essential themes after I gathered, transcribed and analyzed the

participants’ experiences. These are: 1.) proper training; 2.) assessment tools and

materials; 3.) background profiling; and 4.) lessen the number of students. These insights

are coming from the direct answers and experiences of the participants.

Proper Training

Most of the participants mentioned training as their insights on the assessment

strategies of LSEN. Trainings especially for those teachers who handled learners with

hearing impairment. Participants admitted that they really need to update their

knowledge not just by handling students with special educational needs but also for the

appropriate assessments that are suited for them.

In fact, the study conducted by Stiggins (2016) found out that teachers have lack

of knowledge about assessment and inadequate preparation in assessment. Moreover, the

teachers are very critical in the delivery of quality education. The training of teachers is a

starting point.

The solution to improve the teacher quality is to do training. Most of the numbers

of teachers require strengthening of their skills and ability, these need to be specific and

targeted workshops addressing specific and individual teachers based on their strengths

and weaknesses as given in teacher’s individual performance reports. In line with this,

Halim (2002) stressed that inappropriate teaching and assessment methods lead to more

misconceptions.

Assessment Tools and Materials

Assessments inform teachers and parents about their children's progress in school.

Typically, assessments yield data that educators must have as a gauge of their students'
 55 55

progress. They are necessary instruments used in most elementary schools. And yet most

of the participants suggested providing them assessment tools and instructional materials

that are suited to the learners with special educational needs.

Instructional effectiveness is crucial in teaching learners with special educational

needs thus selecting appropriate assessment tools and instructional materials that support

their learning is very much needed. In fact, Campbell (1999) asserted that instructional

materials enhance the teaching and learning process by exhibiting information necessary

to acquire knowledge and skills. It can be printed form of instructional materials and

assessment tools that provide detailed information which includes performance aids,

instructional sheets and modules.

Moreover, Melton (2014) emphasized the importance of instructional materials

because they can significantly increase student achievement by supporting student

learning. In addition to supporting learning materials can assist teachers in an important

professional duty: the differentiation of instruction. Differentiation of instruction is the

tailoring of lessons and instruction to the different learning styles and capacities within

the classroom.

Background Profiling
In order to successfully modify and create differentiated instruction and

differentiated assessment the teacher must have an ample understanding of each student

and their backgrounds. In order to obtain a better understanding of each student’s

background, the participants believe that they must have support from administration and

parents.

Having the support of parents/guardians, staff and administrators allows for the

teacher to successfully gain an understanding of each student's background (Bender,

2008).
 56 56

As we develop a better understanding of our students' learning styles, background,

and interests, the teacher can create assessments and instructions accordingly.

Christensen (2018) added that instructors who know their students well are better able to

create a learning experience that is genuinely participant-centered. A familiarity with

student's backgrounds especially those who have expertise or experience relevant to a

particular class session can lead to richer discussions with a higher degree of personal

relevance. Knowing which students lack extensive background in the subject can be

equally important, as comprehension checks with these participants can help the

instructor more effectively pace the discussion flow.

Lessen the Number of Students

One of the biggest issues facing schools and teachers today is overcrowding that is

why participants believed that with the small number of students in the regular classroom,

they can focus with all kinds of children regardless of their educational needs.

In fact, Meador (2018) stated that classroom overcrowding has sadly become the

new normal. A combination of an increasing population and a decrease in funding has

caused class sizes to soar. In an ideal world, class sizes would be capped at 15-20 students.

It is not uncommon for the participants to have more than 50 learners in a single class.

As spring (2017) suggested that smaller student teacher ratios improve test scores.

When student teacher ratios rise, meaning less one on one instruction as well as less

attention and oversight, students’ academic performances suffer.

Implications for Teaching Practice

Assessing learners with special educational needs in the regular classroom is

somewhat challenging for teachers. Not to mention the different special educational

needs, different assessment strategies also will be used. The results of the lived experiences
 57 57

of teachers in the assessment strategies for learners with special educational needs in the

regular classroom:

First, the use of differentiated assessment as emphasized by the participants, it

implies that general education classroom teacher should employ different strategies that

are suited to the unique needs of the students. This is in connection with the Deped order

#08 series of 2015, wherein a varied assessment should be used to address the diversity of

students in a single classroom. It also implies the need for multiple ways of measuring

their varying abilities and learning potentials. Meaning that pen and paper test is not

applicable to learners since there are some students in the classroom who has the inability

to do something, but rather teachers should not focus on the weakness of the learners with

special educational needs but focus on their strengths and assess them not just on the

academics but also on the life skills.

Second, teachers’ difficulty in handling students’ undesirable behaviors, it implies

that teachers need skills in managing the classroom. As Marzano (2003) stated that

learning and teaching cannot take place in a mismanaged classroom.

Third, are the communication barriers between students and teachers,

communication is an important part of teaching especially in the assessment process

because if the students cannot understand the tasks there is a big tendency that the

students also cannot perform correctly the tasks given. So, the students have to be able to

understand the message that the teacher is trying to convey. In other way around the

teacher also cannot convey the message he wants to convey. It implies that teacher and

students should have skills necessary for communication. This is also in connection with

the lack of training and knowledge of teachers to handle and assess learners with special

educational needs.
 58 58

Fourth, individual conference with the learners with special educational needs is

a time consuming for teachers. Teachers do individual conference because there are some

learners who cannot cope with the lesson and eventually cannot do the tasks given by the

teacher. It implies that the teacher needs to give and spend additional time for learners

with special educational needs which is also laborious for the part of the teacher because

they have still 50 students to handle aside from those LSEN mainstreamed in the

classroom.

The result of the study also implies that the support and collaboration between

general and special education teacher is vital to the success of learners with special

educational needs. Collaboration involves commitment by the teachers and parents who

will be working together, by their school administrators, by the school system and by the

community. It involves time, support, resources, monitoring and above all patience to

reach the highest development potential of the LSEN.

Recommendations for Further Research

This study explored the lived experiences of teachers relative to the assessment

strategies of teachers for learners with special educational needs. Nevertheless, the result

of this qualitative exploration is limited only on the experiences of selected teachers from

grade one to grade six of Magugpo Pilot Imelda Elementary School.

To get more extensive answers to the questions of this study, it is recommended to

conduct further research using a large number of participants and should cover a wider

range of schools.

Furthermore, it is recommended to research further about the experiences of both

general and special education teachers in relation to the assessment strategies employed

in their classrooms.
 59 59

Concluding Remarks
Assessment played a vital role in finding out the progress and development of the

children. Teachers are one of the most important figures in the assessment process. They

must be equipped with different assessment strategies that are suited to the unique needs

of learners with special educational needs.

I used in- depth interview and focus group discussion to generate the experiences

of the selected participants. The primary source of data is the transcript of of the

participants’ answer from the given questions. During the interview, I was challenged to

get and convince the participants to share their expeiences and luckily, they are very much

willing to do it.

Along the conduct of this study, I really experienced how it feels to be a researcher.

I took all the necessary measures to make this research a successful one with the aid of my

adviser. It is indeed a demanding task because it required time, patience and perseverance

to be able to gather quality and relevant data that will support my study.

Teachers must be equipped with the necessary skills in the assessment to address

the different needs of the students. A classroom composed of varied students, varied

abilities and varied behavior; teachers are challenged not just to provide what are due to

them but also manage the classroom.

Therefore, a teacher is not just a dispenser of knowledge and measuring the

knowledge and capabilities of the learner but also teaching them life skills which are said

to be a lifelong learning. The assessment of teacher inside the classroom does not end on

paper and pen only, does not end in the four corners of the classroom but it is a lifelong

learning. Teaching learners with special educational needs to be independent and can live

up for themselves. Thus, the Department of Education and the administrators must

provide resources, such as assessment tools and materials to be used the teachers in order
 60 60

to give learners what are due to them. Enough resources and support duly for the holistic

development of the learners with or without special educational needs.

 61 61

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