An Evaluation of Special Education Program in the Public Elementary Schools in the Division of Zambales

The study aimed to determine the status on the implementation of Special Education Curriculum Program in the Division of Zambales during SY 2017-2018. The research utilized the descriptive research design with questionnaire as the main instrument and documentary evidences in gathering data from fifteen school and twenty six teacher respondents. It dealt to determine the profile as to age, sex, civil status, length of years in the service, educational qualification and number of trainings attended. It also determined the status of the program as to year of establishment, type of services and type of exceptionalities. Likewise, the curriculum, teaching approaches and strategies, instructional materials and the level of teaching competence were also examined. The researcher found out that the respondent is majority female in her early adulthood, married, major in Special Education course, had served teaching profession for less than a decade and have adequate and relevant training on SPED program. The SPED program started in Zambales in 1998 in Candelaria, Zambales under mainstreaming and Special Class Plan catering gifted and talented students. The SPED teacher respondents assessed no curriculum followed by Special Curriculum. The respondents assessed the use of individualized Education Plan teaching approach and strategy. The respondents assessed �moderately adequate� instructional materials on visual and hearing impairment, emotional behavior and speech language disorder while �adequate� on instructional materials for mental retardation severe disability and learning disability respectively. The respondents were assessed �high competent� in their level of teaching competence. There is significant difference on the assessment towards curriculum used in SPED program. There is significant difference on the assessment towards teaching approaches and strategies used in SPED program. There is significant difference on the assessment towards instructional materials used in SPED program. There is no significant differences on the level of teaching competence when grouped according to profile variables. Based on the summary and conclusions obtained in the study, the researcher offers the following recommendations as the school should establish linkages seeking help to provide equipment, facilities and instructional materials; to establish SPED program in barangay levels and remote areas noted with high number of children with disability and exceptionalities; to conduct research focus on effectivity and efficacy on teaching students with disability and disorders; to formulate curriculum for SPED program and to have continuous revisit of curriculum for better delivery of instruction and developmental growth of the disabled learners; and finally, to conduct a similar study in order to validate the findings obtained in the study.