Teachers' preparedness in teaching reading to children with mild mental retardation: Implications to teacher training

Date of Publication

2002

Document Type

Master's Thesis

Degree Name

Master of Arts in Education Major in Special Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Adviser

Dena S. Culaba

Defense Panel Chair

Emelita F. Arevalo

Defense Panel Member

Perlita M. Jamoralin
Myrna R. Gigantone

Abstract/Summary

This study determines the teachers' preparedness in teaching reading to children with mild mental retardation.The descriptive method of research was utilized, employing such descriptive statistics as frequency distribution and percentage and mean score computation. The participants of this study consisted of 65 reading teachers of children with mild mental retardation who came from four SPED SILAHIS Centers in the city schools divisions of the Department of Education in Manila and one school with special classes in the division of Pasay. The findings obtained in this study indicate that the teachers of children with mild mental were predominantly female, middle aged, and have been teaching between 6 and 35 years. They were found to have knowledge of reading and the reading process, as well as the reading characteristics and skills of these children to a large extent. Similarly, the teachers were found to use teaching strategies in reading to a large extent.

Abstract Format

html

Language

English

Format

Print

Accession Number

TG03408

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

110 leaves ; 28 cm.

Keywords

Preparedness; Reading; Teachers--Training of; Teaching; Mentally handicapped children

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