Home⇛The Advanced Social Science in Research Journal⇛vol. 1 no. 5 (2026)

Blended – Instruction in The Teaching of Junior High School Students with Learning Disabilities (LD) at Antonio Maceda Integrated School, District IV, Division of City Schools (DCS) Manila

Harlyn Perlado

Discipline: Education

 

Abstract:

This study assessed the current status of special education blended instructional intervention programs for junior high school students with learning disabilities of an Integrated School’s SPED Center in the Division of City Schools of Manila, Sampaloc, Manila during the school year 2022-2023. The study is descriptive in nature where 179 respondents were surveyed which involved 17 school administrators and specialist who are composed of the school principal, guidance counselors, psychologists, psychiatrist, occupational therapist, speech pathologist. They are responsible in giving special education services; the 68 regular and SPED teachers, and 94 parents/relatives/caretakers of the high school students with learning disabilities were selected using a combination of convenience-purposive procedures. The results showed that the respondents strongly agreed that the programs were implemented effectively, with composite means of 4.66 among SPED teachers, 4.62 among school administrators, and 4.51 among parents. The study also identified the strengths, weaknesses, opportunities, and threats that affect program delivery. With these findings, a Proposed Best SPED Instructional Practices that covers the program was developed and highly endorsed by the respondents.



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