TEACHING STRATEGIES OF SOCIAL STUDIES TEACHERS HANDLING

STUDENTS WITH SPECIAL NEEDS

A Research Proposal
Presented to the Faculty of the
College of Teacher Education
Tarlac State University
Tarlac City

In Partial Fulfillment
of the Requirements for the Course
FSSM 102 – Research in Social Studies

DOMINGO, JAYVI A.
DONATOS, JOHN LOYD M.
BASCO, ANGELINE G.
DANZALAN, AILENE C.
DIVINAGRACIA, JUDEA MICAH D.
GONZALES, MA. LESLIE R.
PINEDA, JIEZEL MAE G.
TABLE OF CONTENTS

Page
CHAPTER I. THE PROBLEM AND THE LITERATURE REVIEW
Background of the Study 3
Literature Review 6
Statement of the Purpose 10
Scope and Limitations 10
CHAPTER II. METHODOLOGY AND PROCEDURES
Research Design 12
Research Site 13
Selection Criteria and Participants 13
Research Instruments 14
Data Collection Method 15
Data Analysis 16
Potential Ethical Issues 17
REFERENCES 19
APPENDICES 22
Chapter 1

THE PROBLEM AND LITERATURE REVIEW

This section of the paper presents the background of the study, literature review,

statement of the problem and the scope and limitations.

Background of the Study

Out of a total of 92.1 million households in the country, 1.44 million people or

1.57% of the population have special needs including those individuals with disabilities

based on 2010 Census of Population and Housing released by Philippine Statistics

Authority in 2013. The gathered information shows a higher number of people with

disabilities compared to 935,551 individuals in 2000. As defined by the M & L Special

Needs Planning, "special needs" is an umbrella term that encompasses a range of medical

conditions, disorders, and disabilities. It is used to classify individuals who may have

difficulties with development or learning, or face challenges carrying out certain

activities. ( M&LAdmin4, 2013). People with special needs include persons with

disabilities who are often described as individuals with not having normal functioning in

terms of their physical, psychological and mental processes. Disabilities include hearing

loss, low vision or blindness, learning disabilities, chronic health disorders and physical

disabilities that may restrict people in undertaking such things (Wallace, 2022).

Hearing impairment, deafness, or hearing loss is defined as to the total or partial

inability to hear sounds. Symptoms may be mild, moderate, severe, or profound. Happens

when any part of the ear or auditory is not functioning in the usual way (Felman, 2018).

Low vision is described a significant visual impairment that cannot be fully corrected

with contact lenses, glasses as well as medication or eye surgery. It applies to individuals
with sight who are unable to read a newspaper at a normal distance. Children with low

vision may experience learning problems which leads to require special instruction,and

may need a helping hand to develop certain socialization skills (Segre, 2019). Moreover,

learning disabilities refers to the learning problems of different origin. It involves general

learning deficits and low academic performance, for example, in the context of

disabilities as well as specific forms like reading, spelling, and arithmetic disorders. A

learning disability can cause a person to have trouble learning and using certain skills

(Lenhard, et al., 2013). Disabilities also include chronic health disorders which refers to

diseases lasting 3 months or more. These are non-communicable diseases that are

persistent or otherwise long-lasting in its effects including asthma, diabetes, epilepsy,

arthritis and such (Stoppler, 2021). A physical disability is a substantial and long-term

condition affecting a part of a person’s body that impairs and limits their physical

functioning, mobility, stamina or dexterity which leads to the reduced ability to perform

different movements such as walking (Berg, 2020). Individuals with disabilities tend to

encounter barriers when it comes to learning and adapting to society as well as to

interacting with different people.

It is surprising that the population of people with disabilities is escalating through

the years, but the enrollment rate of the said community is decreasing wherein school

year 2021-2022 only garnered 93,895 students with disabilities (Yang, 2022) which is

proven significantly lower than the pre-pandemic figure. Few of the numerous barriers to

education encountered by people with disabilities are negative attitudes from other

students, accommodation process and the growing stereotyping, especially in a

classroom-setting which may lead to dropping out of the students, the teacher’s way of
teaching can also be the push factor for a student with disability to stop pursuing his

studies (Ontorio Human Rights Commission, 2022). When teaching students with special

needs, it is very significant to create methods in designing course materials, reviewing the

content and applying strategies. Regardless of one’s situation, every individual must be

treated fairly and should live in a healthy and non-discriminatory environment. In order

to create an inclusive education, there should be a classroom where all students are

respected and their needs are being catered.

There have been numbers of researches presenting strategies applied by the

subject teachers specifically Mathematics and English teachers towards students with

special needs to create an inclusive education. ‌A teaching strategy is the method a teacher

use to deliver leanings and to engage students in better discussion (Goodwin, 2018). The

strategies being applied to a classroom are crucial especially ones which consist of

students with special needs. Teachers' strategies in a Mathematics and English classroom

include repeating the material for the students to gain so much idea, providing examples

to make sure they understand the topic, utilizing songs, giving rewards, writing down the

words being explained on the blackboard especially for the students who experience

hearing loss and using flashcards that will aid students in learning. The use of semiotic

can be considered as teaching strategies such as written, spoken and gestural form of

signs (Dhermawati et al., 2019; Krause, 2018). It is important for teachers to have

effective and well-structured strategies to be applied in teaching processes and to be

aware of what strategy is applicable to one’s needs.

Despite the increased interest on studies regarding the strategies being applied by

subject teachers to learners with disabilities, it is surprising that so little empirical

researches conducted in concerned with the teaching strategies applied by Social Studies

teachers towards students with disabilities. Social studies are the integrated study of the

social sciences and humanities which aims to promote civic competence. Within the

school program, social studies is offered and focuses on systematic study drawing upon

such disciplines as anthropology, archaeology, economics, geography, history, law,

philosophy, political science, psychology, religion, and sociology, as well as appropriate

content from the humanities, mathematics, and natural sciences (Inyang, 2020). Social

Studies subject focuses on the holistic development of a student so, every learner

regardless of their condition must be given an opportunity to learn the essential topics in

order to achieve a more inclusive education.

With the defined gap, this prompted the researcher to conduct the study in

which presents the teaching strategies applied by Social Studies teachers for students with

special needs specifically those with disabilities in a classroom setting which will be very

significant in the teaching field as it will contribute to the enhancement of educative

processes especially for pre-service Social Studies teachers as they will be the instructors

of the future learners.

The purpose of this multiple case study is to present the teaching strategies being

utilized of Social Studies teachers who have experienced handling students with special

needs in a classroom setting at Tarlac National High School – Main. At this stage in the

research, the teaching strategies will be generally defined as techniques, steps, or other

processes a teacher employs when imparting knowledge in a classroom. The study will be

viewed in the lens of constructivist worldview in which the perspectives of the

participants in the situation being studied will be considered as valid and credible data.
Literature Review

 Importance of teaching strategies

Finding certain behaviors that facilitate good teaching and learning is a crucial

challenge in education. Teaching methods are these beneficial actions that promote

efficient learning. The techniques, steps, or other processes a teacher employs when

imparting knowledge in a classroom are referred to as effective teaching strategies. To

satisfy requirements and meet the educational needs of their pupils, teachers use several

tactics to guide their instruction. Therefore, an educational methodology, method, or plan

of classroom actions or interactions meant to achieve particular teaching/learning goals is

referred to as a teaching strategy. It includes setting induction, utilizing examples or

establishing a suitable frame of reference, planned repetition, variations in stimuli, using

questions effectively and summarizing. (Ayua, 2017; Bouslog, 2019)

As what stated by Resilient Educator, 2018; LDA, 2018, to teach effectively,

teachers must have plenty of tools and teaching strategies as well that can be utilized for

the enhancement of the educative process that includes taking multi-scenario approach

when creating lesson plans, monitor and verify the responses of the students towards the

lesson, assess the way of teaching and make required adjustments for development.

Instructors should also maintain a list of materials for lesson plan preparation

professional enhancement and teaching. Some modification practices can produce large

outcomes such as direct instruction, learning strategy instruction and using a sequential,

simultaneous structured multi-sensory approach. It is a requirement for teachers to

undertake different approaches and strategies when teaching to ensure the high quality of
learning that students may acquire.

 Effective teaching of Social Studies

According to key findings of Hanover Research (2013), in Social Studies,

sequencing ensures that students accumulate knowledge and develop skills wherein

teachers sequence academic tasks so that learners gradually expand their skills overtime.

Highly effective Social Studies teachers utilize active learning approaches that engage the

students with the certain topic. Also, increased instructional time devoted to social studies

at the elementary level is associated with increased student achievement.

Due to diversity of Social Studies content, the subject made itself to a wide range

of different teaching strategies that can be properly utilized to ensure learning.

Presentation of content can be enhanced through lecturettes and demonstrations,

storytelling and the use of visuals and investigation of primary historical sources and

artifacts. Other sources of enrichment include several forms of creative dramatics, field

trips and case studies as well which provide opportunities for in-depth study of particular

examples of concepts and principles being discussed in one unit. (Ley, 2017) Each of the

presented strategy has its purpose so, the teacher must think carefully when it comes to

the selection of teaching strategies to make sure they match the goals and objectives,

promote understanding of the broad ideas and at the appropriate level of difficulty.

 Students with special needs in general education

According to Picard, 2015; Walsh, 2017, inclusion of students with special needs

in the general education classroom has been one of the many relevant topics in many

years. It is crucial to keep in mind that many of the guidelines for inclusive design are

beneficial to all students while teaching a student with a disability. A strategy for creating
course resources, content, and instruction that is advantageous to all students is known as

“universal design”. By emphasizing environment that are accessible to everyone,

regardless of ability, universal design stresses accessibility rather than retrofitting or

tailoring a course to specific audience. Many of the teaching strategies used by universal

design place an emphasis on purposeful instruction that explicitly outlines the course’s

objectives for the semester and for the specific class hour. For instance, a syllabus

containing specific course objectives, assignment, information, and due dates aid students

in making the necessary time plans.

 Teaching strategies in a Social Studies heterogenous classroom

According to Swanson, et al,. (2019), students in middle school Social Studies

class should learn the essential content through text but, students especially those with

disabilities have difficulties when it comes to comprehending grade- level texts. High

quality and text-based discussions should be implemented because it provides a way to

support students with disabilities in the general education classroom. The Social Studies

teachers should also follow guidelines so that explicit instructions on how to engage in

discussion about text will be provided as well as the support and scaffolding so that

students with disabilities can successfully participate in class discussions and there will

be opportunities for higher-level thinking about text. The text-based discussion should be

high quality and structured because it is the source of important ideas. Moreover, students

must acquire knowledge answering questions selected by teachers to ensure the

understanding and acquisition of learnings. High quality questions vary in style and

purpose wherein short answers are encouraged to confirm factual knowledge including

what, when, who and how questions while longer questions are being asked to show
connections between ideas. For students with special needs, teachers can ask them to

answer factual questions which are easier that should not stop there and teach them how

to answer different types of questions. Within the inclusive social studies classroom,

explicitly teaching how to answer different question types can be beneficial to all students

but particularly students with disabilities.

Students with learning problems can succeed in the general education classroom

and learn the social studies curriculum through intervention and modification. Social

Studies teachers should collaborate with Special Education teachers in the provision of

assistance in completing projects, writing assignments and other developmental activities

for students with disabilities. Students must be allowed to work in pairs and cooperative

groups when accomplishing Social Studies projects. The utilization of advanced

organizers is also significant such as guided notes, charts, outlines, webs for following

lessons. Use visual, auditory, and kinesthetic strategies including maps, illustrations,

stories, videos, and guest speakers to reinforce social studies content to ensure that all

types of learners are able to understand the topic discussion. Inclusion of real-life

examples to clarify new and abstract social studies concepts is also suggested so that

students gain interest in the topic. In addition, use group discussions to clarify social

studies chapters, including review of main ideas, listing of related questions, and

answering key questions are helpful to students especially to those with disabilities to

successfully understand what is being discussed. Social Studies teachers can utilize

explicit instruction principles such as modeling, repetition, drill, extensive review and

practice, structure, and feedback for the students to have clear comprehension regarding

the lesson. Also, use of alternative assessment techniques such as shorter tests, tests
broken down into shorter segments, allowing clarifying questions, reading tests aloud,

interviewing students, and using journals will be beneficial for both students and teacher.

(Steel, M., 2015) As a teacher, it is very important to design effective instructional

materials and create ways to ensure the learning of the students especially those who have

special needs. The integration of different teaching strategies is crucial to ensure the

learnings of the students as well as the effectivity of way of teaching.

Statement of the Problem

This present study has a chief concern with the teaching strategies applied by the

Social Studies teachers for students with special needs. It seeks to answer the following

questions:

1. What are the students’ disabilities encountered by the Social Studies teachers?

2. What are the teaching challenges encountered by Social Studies Teachers in

teaching students with special needs?

3. What are the teaching strategies of Social Studies teachers for students with

special needs?

4. How may the findings contribute to the teaching of Social Studies among students

with special needs?

Scope and Limitations of the Study

The prime concern of this study is to identify the strategies being applied within a

heterogeneous classroom setting where students with disabilities are being catered for an

inclusive education. Hence, the study will mainly focus on identifying the teaching
strategies utilized by the secondary Social Studies teachers in Tarlac National High

School - Main who are handling students with special needs especially the learners with

disabilities through their teaching experiences. In this study, different disabilities

experienced by the students will be covered specifically physical disabilities, hearing loss

or deafness, low vision, or blindness, learning disabilities and chronic health disorders

which include diseases such as heart disease, asthma, epilepsy and diabetes. With the

defined purpose of this study, teachers who do not have experience in handling students

with special needs and are not Social Studies teachers are excluded and cannot be

considered as participants of the study.

Chapter 2

METHODOLOGY AND PROCEDURES

This section of the paper presents the research design, research site, selection

criteria and participants, data gathering procedure, data analysis and potential ethical

issues.

Research Design

This present study will primarily focus on presenting the diverse teaching

strategies applied by Social Studies teachers for students with special needs which holds

constructivist philosophical worldview. Constructivism or Social constructivism is a

perspective, and it is usually seen as an approach to qualitative research (Creswell, 2013).

The constructivist worldview aims to rely as much as possible on the perspectives of the

participants in the situation being studied which can be utilized in this study as the

researcher will inquire about the Social Studies teachers' life and profession that can be

considered as valid and credible data. This study is a qualitative inquiry that gathers and

examines non-numerical data to fully comprehend ideas, viewpoints, and experiences. It

can be utilized to uncover intricate details about a situation or to spark fresh study

concepts.

Research Site

This study will be conducted among the Social Studies faculty members of Tarlac

National High School (TNHS) – Main who have experienced handling students with
special needs. The researcher will gather data from the aforementioned school as it

accommodates students with special needs in an inclusive classroom which will be

beneficial in answering the purpose of the study.

It was founded by American Thomasites on September 2, 1902 which made the

school popular for being the first public high school and one of the largest secondary

schools in the Philippines. As per the geographical location, the abovementioned school

is established at Macabulos Drive, San Roque, Tarlac City in the province of Tarlac.

Tarlac Province is located on the fertile soil of Central Luzon commonly known as the

Central Plain region of the Philippines. The province consists of three (3) congressional

districts, divided into seventeen (17) municipalities and one (1) city. The researcher will

ensure that health safety measures will be considered and practiced for the safety of the

participants of the study.

Selection Criteria and Participants

In this study, criterion purposive sampling will be utilized in selection of the

participants. The participants of the study will be purposefully selected through

establishing an inclusion and exclusion criteria in which the members that can participate

will be determined based on the research purpose and design. Structured interview will be

used wherein the researcher will conduct an interview to ten (10) Social Studies

secondary teachers handling learners with special needs to successfully comprehend the

viewpoints and answer the purpose of the study. Qualitative analyses typically require a

smaller sample size the quantitative analyses. Qualitative sample sizes should be large

enough to obtain feedback for most or all perceptions (Moran, 2013) and for
phenomenological studies, Creswell (1998) recommends five (5) to twenty-five (25) in

order to obtain significant responses.

Moreover, the participants of the study will be the Social Studies faculty members

of Tarlac National High School (TNHS) – Main who have experienced handling students

with special needs in a classroom setting with at least three (3) years in the teaching field.

Those members of the faculty who will not fall in the criteria will be excluded and cannot

be considered as participants of the study such as those teachers teaching other course

subjects and Social Studies teachers who do not have any experience in handling students

with special needs.

For an organized interview and to avoid any confusion, the researcher will

provide information to the participants regarding the purpose of the study. In addition, the

researcher will make sure that all concerns raised by the participants concerning the study

will be addressed before the conduct of data collection. Participation will be voluntary as

stated on the informed consent crafted by the researcher which to be signed by each of

the participant.

Research Instrument

In this study, the researcher will use structured interview as an instrument to

obtain specific and essential responses from the participants. Structured interview is a

formal set of validated questions asked by the researcher to interviewees that will be

recorded using a standardized procedure. Before going through the structured interview,

participants are notified that their responses will be recorded which is stated on the signed

informed consent.
The researcher will prepare self-made questions that will be validated by three (3)

specialists in the subject to ensure the validity and reliability of the instrument that will be

utilized. The prepared questions will shed light to the study in which the participants will

be responding to. All the questions that will be asked are suitable and relevant to the

study being conducted as what indicated in its purpose. No inappropriate and unnecessary

queries will be asked to protect the peace and safety of the participants. See Appendix A

for the set of questions for the structured interview.

Data Collection Method

The figure below will present the data collection method that is suitable for the

study and to its purpose. It will consist of four phases of data collection process.

First, the planning phase where consultation will happen. The researcher will

consult thesis adviser in concerned with the data gathering procedure. In this phase, the

researcher of the study will plan and finalize what appropriate type of instrument will be

utilized in data collection to obtain significant data that will contribute to the completion

of the study and to successfully meet its purpose.

PLANNING VALIDATION
 Consultation  Validation
 Finalization of interview DATA
DEVELOPMENT
of type of questions GATHERING
 Formulation  Actual
instrument  Revision
of interview interview
to be used.
questions  Recording of
 Crafting of participants'
important
Figure 1. Data Collection Process

Second, the development phase where creation of reliable research instrument will

occur. In this, the researcher will formulate questions that are essential in achieving the

purpose of the study which will be asked to the potential participants through structured

interview. In addition, all the necessary letters that will be needed such as informed

consent consisting of the objectives of the study will be crafted in a well-structured

manner before it will be given to participants and other stakeholders from the school

where the interview will be conducted.

Third, the validation phase where the researcher will consult experts in concerned

with the self-made set of questions for the structured interview. It is the phase where the

research instrument will be validated by five (5) experts to ensure that the prepared

questions will measure what it is designed to measure. All the recommendations and

suggestions given by the experts that will benefit the study will be noted and followed to

attain the stated purpose of the study.

Fourth, the data gathering which will be the last phase of the data collection

process. It is the phase where participants and the school as well will sign the consent

allowing the researcher to carry out interview. In this, the actual structured interview will

be conducted where participants will be asked with the validated questions to

successfully answer the purpose of the study. The responses will be used as valid data

which will shed light to the purpose of the study. The answers will be recorded as what

stated on the informed consent signed by each of the participants.

Data Analysis

All data and information that will be provided by the participants during the

structured interview will be organized according to the objectives of the study. The

responses of the Social Studies faculty members who handle students with special needs

will be presented clearly and examined to successfully answer the purpose of the study.

In line with this, Interpretative Phenomenological Analysis (IPA) will be utilized to

clearly identify and examine the responses provided by the participants. It is a

phenomenological approach that aims to explore an individual’s personal perception or

account of an event or state (Alase, 2017) which is suitable to the purpose of this study as

it wishes to identify the applied teaching strategies of Social Studies teachers handling

students with special needs through their lived experiences in their profession.

The researcher will present the gathered data by following the commonly used

six-step Interpretative Phenomenological Analysis (IPA) presented by Smith, et al.

(2009), The initial step is the immersion of the researcher in the reading and re-reading of

the original data and checking the transcripts for accuracy. The second step is described

as the most detailed and time consuming because it involves making initial notes which

explores semantic content and language. During the third step, emergent themes are

noted, and at the fourth step, a search for connections across emergent themes is collated

within a table. At fifth step, the process was repeated by moving onto the next case. The
final step, it involves looking for patterns across all the cases being studied.

Potential Ethical Issues

This study will be conducted through the participation of Social Studies teachers

in Tarlac National High School (TNHS) - Main who handle students with special needs.

All participants will be protected from any potential ethical issues that may occur during

the process.

To ensure the safety of all the research participants, the following plans and

guidelines will be taken into consideration during the conduct of this study:

a. Procedures and Consent

In order to have a smooth data collection process, the researcher will present clear

instructions including the schedule of interviews according to the availability of the

participants. Moreover, an informed consent will be secured which includes their actual

signature or thumbmark which will be a sign of their voluntary participation in the study.

It includes informing the potential participants by explaining the procedures to ensure

that they understand the details of the interview that will be undertaken.

b. Data protection

All the data gathered and provided by the participants will be protected to ensure

their safety and confidentiality. Throughout the data gathering process including the

interview and transcribing of recordings will be kept and remain confidential. The

gathered information will only be used and presented in the research Pwe`aper.

c. Avoidance of Harm

The researcher will ensure the safety of each participant of the study all
throughout the process. In order to protect the safety of the participants, the researcher

will create a safe and non-discriminatory interview set up and be aware of the sensitivity

to the ethical issues that may arise.

d. Privacy and Confidentiality of Information

In data gathering process, it is ensured that the participant's right to privacy will

be respected in all ways and at all times. Only relevant questions will be asked to each

participant with the prime purpose of obtaining necessary information for the study. The

validated questions will only aim to answer the purpose of the study and contribute to the

development of the educative process. Therefore, no other personal information of the

participants will be disclosed.

e. Voluntariness/Withdrawal of Participation

The participation of the research participants is voluntary and will be sought

without force. Also, the participants will be informed that they have their freedom to

withdraw their participation without harmful threats and penalty.

f. Direct Benefits

The research participants will be great contributors for the development of

teaching and learning process and for the completion of the research study as well. They

will have the opportunity to share their experiences and teachers strategies as social

studies teachers who handle students with special needs. Their shared practices will be a

great steppingstone towards a more inclusive education.

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APPENDICES

APPENDIX A
Questions for Open-ended Structured Interview for Social Studies Teachers
Handling Students with Special Needs

Name (Optional):_____________________________________________
Years of teaching:________

1. What influenced you to choose teaching as a profession?

 What are your experiences in teaching Social Studies?
 What are the major challenges you have experienced in teaching Social
Studies?
 How did you surpass the challenges you have experienced in teaching
Social Studies?

1. Ano ang nag-udyok sa iyo upang piliin ang pagtuturo bilang propesyon?
 Ano ano ang iyong mga karanasasan sa pagtuturo ng Araling
Panlipunan?
 Ano ano ang mga mabibigat na pagsubok na iyong naranasan sa
pagtuturo ng Araling Panlipunan?
 Paano mo nalagpasan ang mga pagsubok na iyong naranasan sa
pagtuturo ng Araling Panlipunan?

2. What is/are the hardest Social Studies topics you have discussed?
 How did you discuss the hardest Social Studies topics?
 What are the strategies and materials you have utilized in discussing the
hardest Social Studies topics?

2. Ano-ano ang mga mahihirap na paksa sa Araling Panlipunan ang iyong

naituro?
 Paano mo naituro ang mga pinakamahihirap na paksa sa Araling
Panlipunan?
 Ano ano ang mga estratehiya at mga kagamitan ang iyong ginamit sa
pagtuturo ng mg pinakamahihirap na paksa sa Araling Panlipunan?

3. What are the materials you utilize in teaching students with special needs?
 What are the teaching materials you use in teaching students who have
physical disabilities?
 What are the teaching materials you use in teaching students who have
hearing loss problems or experience deafness?
 What are the teaching materials you use in teaching students who have
experience low vision or blindness?
 What are the teaching materials you use in teaching students who have
learning disabilities?
 What are the teaching materials you use in teaching students who have
chronic health disorders? (e.g. heart disease, asthma, epilepsy, diabetes)

3. Ano ano ang mga kagamitang panturo na iyong ginagamit bilang isang guro na
nagtuturo ng mga estudyanteng may espesyal na pangangailangan?
 Ano-ano ang mga kagamitang panturo na iyong ginagamit sa pagtuturo
ng mga mag-aaral na may physical disabilities?
 Ano-ano ang mga kagamitang panturo na iyong ginagamit sa pagtuturo
ng mga mag-aaral na mahina ang pandinig?
 Ano-ano ang mga kagamitang panturo na iyong ginagamit sa pagtuturo
ng mga mag-aaral na nakararanas ng pagkalabo ng mata o pagkabulag?
 Ano-ano ang mga kagamitang panturo na iyong ginagamit sa pagtuturo
ng mga mag-aaral na may learning disabilities?
 Ano-ano ang mga kagamitang panturo na iyong ginagamit sa pagtuturo
ng mga mag-aaral na may chronic health disorders? (hal. heart disease,
asthma, epilepsy, diabetes)

4. What are the teaching strategies you apply in your class as a Social Studies
teacher who handles students with special needs?
 How do you teach students who have physical disabilities?
 How do you teach students who experience hearing loss or deafness?
 How do you teach students who experience low vision or blindness?
 How do you teach students who have learning disabilities?
 How do you teach students who have chronic health disorders? (e.g. heart
disease, asthma, epilepsy, diabetes)

4. Ano-ano ang mga estratehiyang panturo na iyong ginagamit bilang isang guro
ng Araling Panlipunan na nagtuturo ng mga estudyanteng may espesyal na
pangangailangan?
 Paano mo tinuturuan ang mga mag-aaral na physical disabilities?
 Paano mo tinuturuan ang mga mag-aaral na mahina ang pandinig?
 Paano mo tinuturuan ang mga mag-aaral na nakararanas ng pagkalabo
ng mata o pagkabulag?
 Paano mo tinuturuan ang mga mag-aaral na may learning disabilities?
 Paano mo tinuturuan ang mga mag-aaral na may chronic health
disorders? (hal. heart disease, asthma, epilepsy, diabetes)

5. Why is it important to integrate teaching strategies in teaching students with

special needs?

5. Bakit mahalaga na magkaroon ng estratehiyang panturo sa pagtuturo ng mga

mag-aaral na may espesyal na pangangailangan?