Exploring the intervention issues on children with disabilities towards a community-based program.

Sub Title:

Author: Calambaro, Mielle Mykka H. et.al

Accession Number: 832

Class No: AV-UGT

Author No:

Copyright Year: 2016

Abstract:

This descriptive study was designed to determine the perceived and personal issues of parents, Sped teachers and social workers towards the intervention of children with disability at Iloilo City. Specifically, this study sought to answer the following questions: (1) What are the perceived issues of parents, SpEd teachers and social workers on the intervention program of children with disabilities in Iloilo City?, (2) What are the personal issues encountered by the parents, SpEd teachers and social workers on the intervention programs of children with disabilities in Iloilo City?, (3) What are the perceived importance of intervention according to parents, SpEd teachers and social workers on the intervention programs of children with disabilities in Iloilo City? The participants of the study were thirty five (35) parents, thirty (30) Sped teachers, eighteen (18) social workers, purposively selected from the districts of Iloilo City. The data gathering instruments used were the researcher made checklist, journal and interview. The checklist was validated by a panel of experts and was pilot tested. Mean, as a descriptive statistical tool, was used to determine the issues of parents, Sped teachers and social workers towards the intervention program. Thematic analysis was used to determine the themes in the personal issues, and the importance of intervention. The results showed that parents, SPED teachers and social workers have different perception when it comes to the issues on intervention program of children with disability. For parents the major issues were lack of support coming from the government, financial cost of intervention, unaware of early signs of disability, economic concerns that limit the family’s participation in the school activities, and lastly, insufficient knowledge of the rights and programs for children with special needs. SpEd teachers perceived lack of parental involvement in the child’s education, insufficient number of teachers, lack of fund for the construction of building and facilities, lack of fund to hire teacher aides, and lack of support coming from the government as the major issues. Social workers believed that the inability to identify early symptoms of disability, economic concerns that limit the family’s participation in the intervention, limited skills and knowledge about intervention of children with disability, parents’ denial of child’s condition, and lack of training on how to handle children with disability were the major issues. The results further showed that the personal issues emerged on intervention services met by parents were support, discrimination and parental education. For SpEd teachers, the personal issues were discrimination, enhancing teaching skills and functional curriculum. Furthermore, the personal issues of social workers were enhanced knowledge and skills and budget allocation. Finally, prevention is the main theme that emerged in the importance of intervention of children with special needs. Parents, Sped teachers and social workers all agreed that intervention services would prevent further problems with the child. They foresee that intervention will prevent any future problem or complications brought by the disability on the child.


Keywords: Intervention issues, Children with disabilities, Community-based program

Citation:



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