The Learning habits of children with intellectual disabilities at selected schools in Rizal Geraldine O. Naron... [et.al].

Thesis (Bachelor of Elementary Education major in Special Education) -- University of Rizal System-Morong.

EXECUTIVE SUMMARY: This study is intended to gather information and help teachers and parents manage the learning styles of children with intellectual disabilities at selected schools in Rizal. The variables such as age, sex, monthly family income, length of service, and educational attainment were considered as the profile of the teacher respondents. The mastery style, understanding style, self-expressive style, and interpersonal style were considered as the learning styles. The personal, family, teacher, peer and community were considered as the factors affecting the learning styles of children with intellectual disabilities. This study made use of descriptive research design, specifically, the survey technique using the researcher-made questionnaire checklist. While purposive sampling technique was used to identify the nine (9) teacher respondents from Ilaya Elementary school Sped Center, Maybancal Elementary school Sped Center and Tayuman Elementary school Sped Center. The data gathered were tabulated and interpreted. Frequency, percentage and rank distribution were the statistical treatments used to determine the profile of the respondents in terms of age, sex, monthly family income, length of service, and educational attainment. Weighted mean was used to determine the learning styles of children with intellectual disabilities with respect to mastery style, understand style, self-expressive style and interpersonal style. Weighted mean was also used to determine the factors affecting the learning habits of children with intellectual disabilities with respect to personal, family, teacher, peer and community factors. Two-way analysis of Variance was used to determine the significant difference on the extent of the learning styles of children with intellectual disabilities as perceived by the teacher respondents with respect to the aspect in terms of their profile. From the findings of the study it was found out that majority of the educators who are teaching children with intellectual disabilities are female ranging from ages 20-30 and having a family income of 16,000-20,000 with the degree of Bachelor of Elementary Education. Mastery learning style and teacher factor often affect the learning styles of children with intellectual disabilities. Personal, family, peer and community factors are not contributory factors to the learning style of children with intellectual disabilities. On the basis of the foregoing findings and conclusions, the researchers offer the following recommendations: conduct activities, seminars, lecture for a and programs for special educators to know more about effective methods and strategies on how children with intellectual disabilities could learn more effectively; encourage the pupils to establish good study habits; enhancement and modification of teaching strategies be implemented to help improve the learning styles of children with intellectual disabilities; and parallel studies must be conducted considering other variables.