Research project in Grade 12 HumSS

1. The Special Education Teachers Approach
to Students with Autism Spectrum Disorder
A Research Project
Presented to NEU-SHS Faculty
2nd
Semester, S.Y. 2017-2018
By:
HumSS 12 Students
February 15, 2018

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APPROVAL SHEET
This Research Project entitled:
The Special Education Teachers Approach to Students
with Autism Spectrum Disorder
Has been approved and accepted as partial requirement
on the subject Research Project for the 2nd Semester, School Year 2017-2018.
Genesis Y. Pangilinan
Jan Paulo A. Smith
Nheil Roxanne S. Pineda
Prof. ROD C. RAGUINE, Ph. D.
Research Instructor
____________________
Date

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Acknowledgement
The research will be done with the help of the willingness of the
researchers to complete the study. We, the researcher are thankful to our Lord
God who help and guide us through the whole process of the study.
We bestowed our deepest gratitude to our parents who supported us to
finish the study. Also, our dear fellow classmates who always there for us to
finish the work.
Lastly, we appreciate the guidance of our professor, Dr. Rod C.
Raguine for his active participation in helping us to finish the work.
The researchers are thankful towards each other for the unison that we
poured in each of us through the whole process of the study.
The Researchers

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Abstract
The researchers conducted their work-immersion in SPED department
in Centro Fidei School. The researchers’ decided to observe the teacher on
how they approach the students with Autism Spectrum Disorder.
The Study as pointed that the SPED teachers utilizes different
techniques and interventions on how they will approach the students with
ASD.

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TABLE OF CONTENTS
Title Page
Approval Sheet 3
Acknowledgement 4
Research Abstract 5
Table of Contents
CHAPTER I: INTRODUCTION 6
Background of the study 7
Statement of the Problem 9
Significance of the study 9
Conceptual Framework 10
Definitions of Terms 11
CHAPTER II: METHODOLOGY 12
Introduction 12
Research Method 12
Subject of the study 12
Data collection method and tools 12
CHAPTER III: RESULTS, ANALYSIS, DISCUSSION 13
CHAPTER IV: CONCLUSIONS, SUMMARY, RECOMMENDATION 20

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APPENDICES
REFERENCES
DOCUMENTATION
CURRICULUM VITAE 25

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CHAPTER I
INTRODUCTION
Special education programs are designed for those students who
are mentally, physically, socially and/or emotionally delayed. This aspect of
“delay,” broadly categorized as a developmental delay, signifies an aspect of
the child's overall development (physical, cognitive, scholastic skills) which
places them behind their peers. The SPED program is about teaching children
with special needs like being disabled or having learning difficulties and any
psychological problems. Special needs include speech or hearing difficulties,
emotional and behavioral disorders, physical disabilities, and developmental
disorders. Ideally, this process involves the individually planned and
systematically monitored arrangement of teaching procedures, adapted
equipment and materials, and accessible settings. Students with these special
needs often get more educational services. This may mean different
approaches to teaching, access to a resource room and use of technology.
Autism is a kind of developmental disorder. It is also called as Autism
Spectrum Disorder (ASD). Students with autism have difficulty to act in a way
that other people think is normal. They find it hard to talk and look at other
people. Sometimes, they do not like to be touched. They may talk only to
themselves and laugh at their own thoughts. They do not like any type of
change and may find it very difficult to learn a new behavior like using a toilet
or going to school.
There are various interventions used by SPED teachers to students with
ASD. Discrete Trial Teaching (DTT), Difference Relationship Model (DIR),
Picture Exchange Communication System, and Relationship Development
Intervention. It is important for schools to evaluate prospective interventions
for a student on an individualized basis, as well as keep in mind the need to
use evidence-based methods and strategies.

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BACKGROUND OF THE STUDY
CENTRO FIDEI SCHOOL. The Centro Fidei community is dynamic in
every sense of the word. The families that make up the student population
together with the faculty and staff work in a genuine pursuit of academic
excellence and the building of character. The students come from different
backgrounds, with varied interests and we have the pleasure of being part of
their growth as they learn and forge meaningful relationships. The
school believes in the value of a well-rounded curriculum and extra-curricular
program, helping all students turn their interests into passions, encouraging
every boy and girl to explore as many avenues as they wish.
There are 5 core values that will be seen around the campus and in
every classroom. These are Fortitude, Integrity, Devotion, Empathy and
Intelligence. These are the words that the entire school, use as a basis for the
way of life - to be persons of outstanding character.
The Schools Goals and Objectives
The instructional needs of the students being the highest priority, the
school shall:
 Provide a scholastic environment that allows for responsive learning
and formation of values;
 develop a positive attitude toward school and learning;
 actively involve parents and families in their child’s educational process;
 foster inner discipline and sense of order and,
 Exhibit competence through intellectual advancement.
The School Core Values
 Fortitude. Show courage in assuming responsibility for our actions.
 Integrity. Demonstrate honesty in words and in actions.

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 Devotion. Engage in school and community activities with loyalty and
passion for service.
 Empathy. Collaborate with others giving due respect to their feelings
and thoughts.
 Intelligence. Develop the ability to learn, understand and apply the
school’s academic and social advocacies.
About the NENNOLINA SPED CENTER OF CENTRO FIDEI SCHOOL
The School also has the SPED department. This department is an
auxiliary program of Nennolina SPED Center who helps each individual who
has special needs to be a productive student. They have SPED CLASSES,
SPED Tutorial, Occupational Therapy, Speech Therapy SPED Mainstream,
Sign Language training, Pre-vocational Activities. They also have programs for
children with autism, ADHD, intellectual disabilities and hearing impairment.
The SPED Center is named after the Venerable Antonietta Meo,
affectionately called “Nennolina”, who was born in Rome on December 15th of
the year 1930. At six years old, osteosarcoma forces her left leg to be
amputated. Already at that age, she had a concept of the value of suffering
that was incomprehensible without the grace of God. In her short life, she
exemplified the Christian virtues of Faith, Hope and Charity, offering her
suffering to Christ. These same virtues that all of us aspire for lead us to
dedicate our center to her and all of God's children who enter our doors.

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STATEMENT OF THE PROBLEM
The researchers aim to know the different approaches of SPED
teachers of Nennolina SPED Center of Centro Fidei School to students with
Autism Spectrum Disorder.
Moreover, the researchers need to answer the following questions:
How the sped teachers deal with students with autism in terms of academic
performance?
What are the teachers' academic strategies in teaching students with ASD?
How the sped teachers deal with students with ASD in terms of their behavior?
SIGNIFICANCE OF THE STUDY
This study strives to determine the different approaches of SPED
teachers of Nennolina SPED Center of Centro Fidei School to students with
Autism Spectrum Disorder.
It also objects to formulate suggestions/ recommendations for the
teachers on how they will approach the students with ASD more effectively.
Furthermore, the study will benefit the SPED teachers.
This study will help them to widen their knowledge on how to approach
students with ASD in different terms. They will also be aware on the
techniques and different interventions that they need to work on and to
develop.

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CONCEPTUAL FRAMEWORK
• SPED Teachers'
approach to the
students with
autism.
• Teachers' Academic
Strategies
INPUT
• In depth observation
in the whole process.
• Non-Participant
Observation
• Formulate the Study
PROCESS
• Students must be
supervised with
intensive care.
• Independent with
assistive technology
• Evidence Based
Teaching Practices
• Reading
Comprehension
• Speech Recognition for
Learning
• Community Boards
OUTPUT

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DEFINITION OF TERMS
ASD- Autism spectrum disorder (ASD) is the name for a range of similar
conditions, including Asperger syndrome, that affect a person's social
interaction, communication, interests and behavior
Autism- Autism, or autism spectrum disorder, refers to a range of conditions
characterized by challenges with social skills, repetitive behaviors, speech and
nonverbal communication, as well as by unique strengths and differences.
SpED- Special Education (SPED): Term used in the Individuals with
Disabilities Education Act (IDEA) that is defined as specially designed
instruction to increase the student's chances for success.

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CHAPTER II
METHODOLOGY
INTRODUCTION
This chapter presents the methods to be used in the study. It also
describes the subjects of the study, the instruments used, and the procedure
of data gathering.
This study will determine the results of the SPED Teachers’ approach
to the students with autism.
RESEARCH METHOD
The observational type of research will be used in this study.
Observational because its main concern is to observe the approach and
treatment of the Teachers to the students with special needs such as the
students with an autism case.
SUBJECTS OF THE STUDY
In this study, SPED students will be selected and observe in the
process. The students are been classified in 3 sections. The multi-grade,
multi-grade HI, and the pre-voc life and skills.
DATA COLLECTION METHOD AND TOOLS
The researchers will conduct an in-depth observation about the
teachers approach on the students through the whole process. The

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researchers will the list down the observation that were been observed from
the teachers, that will be use in the whole study.

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CHAPTER III
RESULTS, ANALYSIS AND DISCUSSION
Question 1. What are the teacher’s approaches to the students with ASD?
Under the Individuals with Disabilities Education Act (IDEA),
students with special needs are entitled to “free and appropriate public
education” (FAPE) in the “least restrictive environment” (LRE). This means
that your child’s school district must work with you to provide your child with a
public education that is as close as possible to the education received by
students without disabilities. Teachers approach and handle the students by
having an intermediate connection towards them; teachers must be fully
equipped to have a wider knowledge and skills to handle students that were
diagnosed with ASD, Paula Kluth (2008). Reliable research findings are
evidently crucial at present, because if AS and AD are distinct disorders with
qualitatively different impairments and symptoms, then they are likely to differ
in their requirements regarding interventions and treatment. Conversely, if AS
is decidedly similar to AD on most symptoms, then the wealth of knowledge
that exists on autism (for example, information on treatment and management
strategies) is beneficially applicable to the AS population (Macintosh &
Dissanayake, 2004). Students are hard to approach given their disability to
understand an approach and command to them. (Macintosh & Dissanayake,
2004) also give 22 Tips for Approaching Students with ASD.
1. Use Task Analysis –very specific, tasks in sequential order.
2. Always keep your language simple and concrete. Get your point
across in as few words as possible. Typically, it’s far more effective to say
“Pens down, close your journal and line up to go outside” than “It looks so nice
outside. Let’s do our science lesson now. As soon as you’ve finished your
writing, close your books and line up at the door. We’re going to study plants
outdoors today”.

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3. Teach specific social rules/skills, such as turn-taking and social
distance.
4. Give fewer choices. If a child is asked to pick a color, say red, only
give him two to three choices to pick from. The more choices, the more
confused an autistic child will become.
5. If you ask a question or give an instruction and are greeted with a
blank stare, reword your sentence. Asking a student what you just said helps
clarify that you’ve been understood.
6. Avoid using sarcasm. If a student accidentally knocks all your papers
on the floor and you say “Great!” you will be taken literally and this action
might be repeated on a regular basis.
7. Avoid using idioms. “Put your thinking caps on”, “Open your ears”
and “Zipper your lips” will leave a student completely mystified and wondering
how to do that.
8. Give very clear choices and try not to leave choices open ended.
You’re bound to get a better result by asking “Do you want to read or draw?”
than by asking “What do you want to do now?”
9. Repeat instructions and checking understanding. Using short
sentences to ensure clarity of instructions.
10. Providing a very clear structure and a set daily routine including
time for play).
11. Teaching what “finished” means and helping the student to identify
when something has finished and something different has started. Take a
photo of what you want the finished product to look like and show the student.
If you want the room cleaned up, take a picture of how you want it to look
some time when it is clean. The students can use this for a reference.

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12. Providing warning of any impending change of routine, or switch of
activity.
13. Addressing the pupil individually at all times (for example, the pupil
may not realize that an instruction given to the whole class also includes
him/her. Calling the pupil’s name and saying “I need you to listen to this as this
is something for you to do” can sometimes work; other times the pupil will
need to be addressed individually).
14. Using various means of presentation – visual, physical guidance,
peer modeling, etc.
15. Recognizing that some change in manner or behavior may reflect
anxiety (which may be triggered by a [minor] change to routine).
16. Not taking apparently rude or aggressive behavior personally; and
recognizing that the target for the pupil’s anger may be unrelated to the source
of that anger.
17. Avoid overstimulation. Minimizing/removal of distracters, or
providing access to an individual work area or booth, when a task involving
concentration is set. Colorful wall displays can be distracting for some pupils;
others may find noise very difficult to cope with.
18. Seeking to link work to the pupil’s particular interests.
19. exploring word-processing, and computer-based learning for
literacy.
20. Protecting the pupil from teasing at free times, and providing peers
with some awareness of his/her particular needs.
21. Allowing the pupil to avoid certain activities (such as sports and
games) which s/he may not understand or like; and supporting the pupil in
open-ended and group tasks.

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22. Allowing some access to obsessive behavior as a reward for
positive efforts.
Question 2. How the SpED teachers deal with students with autism in terms
of academic performance?
Paula Kluth, (2008), Kelly Chandler-Olcott (2017), stated that with
careful and creative planning, literacy instruction can be adapted to meet the
needs of every student in the classroom. Five ways teachers can provide a
literacy education for all learners are offered here. Many learners with
disabilities are visual learners and are best able to understand and remember
content when they can see it represented in some way; in other words, they
need to “see what we mean.” Three visual supports helpful for teaching and
supporting literacy development are described here: picture books, graphic
notes, and story kits, Paula Kluth (2008). According to Center on Technology
and Disability (2017), it is important for parents to understand the "language"
of assistive technology so they can be informed advocates for their child's
technology needs. It also told that the Assistive technology is any kind of
technology that can be used to enhance the functional independence of a
person with a physical or cognitive disability.
Question 3. What are the teachers’ academic strategies in teaching students
with ASD?
A National Institute of Child Health and Human Development,
National Institute of Mental Health (2017) also defined that learning the basics
about autism spectrum disorder (ASD): what it is signs and symptoms,
strengths and abilities, risk factors, diagnosing ASD, the value of
early intervention, and treatment and therapies that can help children and their
families.

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Center on Technology and Disability (2017), also said that through their
center, the teachers together with the students will learn about a breakthrough
speech technology that can create a custom voice that matches the vocal
identity of a child with speech difficulties.
Accessible Instructional Materials Center of Virginia (2016)
stated that children and students with autism can be helped through:
 Accessibility Tools and Resources: Getting Started with Accessibility
 Help Your Child with a Learning Disability Be More Independent with
Assistive Technology
 Evidence-Based Teaching Practices for Autism Spectrum Disorder
(ASD)
 Using Children's Picture Books About Autism as Resources in Inclusive
Classrooms
 Accessible Materials for Students with Print Disabilities
 Get Them Talking: Communication Boards for Toddlers and
Preschoolers
 Reading Comprehension and Autism in the Primary General Education
Classroom
 Getting Ready for School: Transition Tips for Students with Autism
 Speech Recognition for Learning
 Supporting the Literacy Development of Students with Autism
 Universal Design for Learning: Meeting the Needs of All Students
The Facts on Charter Schools and Students with Disabilities

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Children's picture books about autism can be a valuable resource for
teachers in inclusive classrooms attempting to teach awareness, empathy,
and acceptance among students. This article provides instructional tips for
educators and offers suggestions for using children's picture books about
autism to encourage positive, inclusive instruction Miranda L. Sigmon, Mary E.
Tackett, Amy Price Azano (2007).
Tracy Gray, PowerUp WHAT WORKS said, many struggling and
special needs students have a print disability. Teachers can meet these
students’ needs by translating the three principles of Universal Design for
Learning (UDL) into practice. “Students must be handle with care, patience
and perseverance by their teachers” their Learn about the seven features of
"born accessible materials", how to select these materials for your school and
classroom and learning how to use two different Augmentative and Alternative
Communication (ACC) activity boards to help toddlers and preschoolers
expand what they are able to communicate.
Question 4. How the SpED teachers deal with students with ASD in terms of
their behavior?
As inclusion is used more it will take effective teachers in
the classroom for this model to work correctly. That is due to the fact that for
these students to make progress the teachers will need to know and use
research based interventions with the students (Alquraini, & Gut, 2012;
Wadlington, 2008; Wong-Ratcliff & Ho, 2011). Children with learning
disabilities are on the rise for entering an inclusive classroom and it is
the responsibly of the teacher to differentiate effectively to meet those needs.
The amount of time children with Autism are spending in general education
settings has been on the rise. Students with different behavior that was
diagnosed with ASD must be supervised with proper interaction towards them.

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Students with ASD are hard to control in terms of behavior, attitudes and
characteristics.
According to the study of the Orbitofrontal–Amygdala circuit and self-
regulation of social–emotional behavior in autism that. Autism is centrally
characterized by developmental disruption in social–emotional behavior and
communication. Numerous studies have documented that, across the spectrum
of disability, individuals with autism have poor social and affective relatedness,
difficulty developing and maintaining social relationships in relation with their
behavior.
There are generally three main characteristics used to determine an
autism spectrum disorder (ASD), and are usually present by age three. These
characteristics are deficits in social interaction, verbal and nonverbal
communication, and repetitive behaviors and interests (Autism Society of
America, n.d.; National Institute of Child Health and Human Development, 2005;
U.S. Government Accountability Office, 2005). Additionally, in the Individuals
with Disabilities Education Act (IDEA), there is an educational definition for
autism. Autism is defined as, ìs developmental disability 5 that significantly
affects verbal and nonverbal communication and social interaction. It is
generally evident before age 3 and adversely affects a child is educational
performance (Ohio Center for Autism and Low Incidence [OCALI], 2007).
There are other characteristics frequently associated with autism. These
include participation in repetitive activities and behaviors, inability to change
especially the change in daily routines, and typical responses to sensory
experiences. Furthermore, autism does not apply to the child is diagnosis if
educational performance is negatively affected due to the child having an
emotional disturbance (Ohio Center for Autism and Low Incidence).
Of the 1.5 million Americans living with some form of autism, 100,000 are
school-aged children who have been diagnosed with an autism spectrum

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disorder (ASD) and are served under the Individuals with Disabilities. Individuals
with ASD have been shown to exhibit fewer inappropriate behaviors during CAI
than during traditional one-on-one instruction. Additionally, these students have
expressed enjoyment and exhibited increased appropriate behaviors during
CAI. So that the CAI its working and they implemented to children with special
needs (autism).

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CHAPTER IV
SUMMARY
The researchers have used the observational type of research for this
study. The researchers used different literature and own experiences to
support the problem: The SPED teachers approach to students with ASD. The
subjects of the study are the SPED teachers of Nennolina SPED Center in
Centro Fidei School.
Special Education (SPED) is about teaching the students who have
special needs like Autism, ADHD and other developmental disorder. The
Centro Fidei School is one of the schools in the Philippines which offers
Special education. It is an auxiliary program of Nennolina SPED Center. It is
divided into three namely: pre-school, pre-voc, and multi-grade. The school
also offers therapies, SPED classes and SPED tutorial.
The researchers have been chosen Autism Spectrum Disorder as the
center of the study which supports the problem; the approaches of SPED
teachers to students with ASD. People who have ASD find it hard to talk and
look at other people. They often, don’t like to be touched by other people.
CONCLUSION
The whole research study concludes the approach of the teachers
towards their students with autism. Teachers of SPED have a passion and
determination in supervising them. They approach the students with gentle
care and love just like their own children. The teachers have different way in
showing and teaching them what they need. Giving them the treatment they
need, in terms of behavior and their social interaction. Teachers practice their
job with joy supervising the students with the proper way of teaching in their
skills. The teachers way of approached can help the students to develop a
new set of skills that they can use in their life.

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RECOMMENDATION
Other recommendations may also be appropriate. As a researcher we
know that SPED teachers in Centro Fidei School can coordinate with your
chosen doctors to create and administer an Individualized Education Plan
(IEP) to address the particular needs of the student. SPED CLASSES, SPED
Tutorial, Occupational Therapy, Speech Therapy, SPED Mainstream, Sign
Language training, Pre-vocational Activities.
The SPED teachers in CFS teach in a very different way of learning.
The class are classified in 3 sections, the multi grade, the multi HI and lastly
the pre-voc life and skills. The researchers recommend to the sped teachers:
 Additional 2 years for the sped teachers for more knowledge how to
care a autism student.
 Before they enter in special education they must be take psychology.
 More material for autism student.
 Wider facility for a sped students
 3-4 sped teacher in one room to make the student secured
 Aspiring teachers who want to take a special education must have a
definite field of specialization example: (major on autism, ADHD, down
syndrome and etc.)

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APPENDICES
REFERENCES
https://www.autismspeaks.org/what-autism/video-glossary/glossary-terms
(Retrieved as of February 16, 2018)
National Institute of Child Health and Human Development, National Institute
of Mental Health (2017)
https://www.autismspeaks.org/blog/2016/06/21/five-ways-teachers-can-
support-students-autism
https://www.autismspeaks.org/blog/2016/06/21/five-ways-teachers-can-
support-students-autism
(Retrieved as of February 17, 2018)
Center on Technology and Disability (2017)
http://www.readingrockets.org/atoz/1147/all
(Retrieved as of February 18, 2018)
https://www.centrofidei.com/
(Retrieved as of February 18, 2018)
https://www.autismspeaks.org/what-autism
(Retrieved as of February 18, 2018)
http://calstatela.libguides.com/c.php?g=767242&p=5504431
(Retrieved as of February 18, 2018)
https://www.psychologytoday.com/therapy-types/applied-behavior-analysis
(Retrieved as of February 18, 2018)

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https://www.psychologytoday.com/therapy-types/applied-behavior-analysis
(Retrieved as of February 18, 2018)
https://www.sess.ie/categories/autismautistic-spectrum-
disorders/aspergers/teaching-approaches-appropriate-students-asds
(Retrieved as of February 19, 2018)
DownloadsDocumentssctk_educating_students_with_autism.pdf
(Retrieved as of February 19, 2018)

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DOCUMENTATION

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CURRICULUM VITAE
SMITH, JAN PAULO A.
Address:5-10 Visitacion St. Villa Rosario Angeles City, Pampanga
Contact no.: 09978292072
E-mail address:Janpaulosmith200@gmail.com
PERSONAL INFORMATION
Gender: Male
Birthday: June 19,1999
Place of Birth: Angeles city, Pampanga
Height: 178 cm.
Weight: 100 kg.
Civil Status: Single
Nationality: Filipino
Religion: Iglesia Ni Cristo
EDUCATIONAL ATTAINMENT
Senior High School: Humanities and Social Sciences
New Era University-Pampanga
Km.76 mc Arthur highway, Brgy.Dela Paz Norte, CSFP
2012-Present
Elementary:Dr. Clemente N. Dayrit Sr. Elementary School
Lourdes Sur East Angeles City Pampanga
Signature over Printed Name

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PANGILINAN, GENESIS Y.
Address:40 Convair St. HensonvilleSubd. Angeles City, Pampanga
Contact no.: 09350959923
E-mail address:gyp_07@yahoo.com
PERSONAL INFORMATION
Gender: Male
Birthday: February 07, 2000
Place of Birth: Angeles city, pampanga
Height: 158 cm.
Weight: 48 kg.
Civil Status: Single
Nationality: Filipino
Religion: Iglesia Ni Cristo
EDUCATIONAL ATTAINMENT
Senior High School: Humanities and Social Sciences
New Era University-Pampanga
Km.76 mc Arthur highway, Brgy.Dela Paz Norte, CSFP
2016-Present
Elementary: Sta. Maria Elementary School
Balibago Angeles City
2006-2012
Signature over Printed Name

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PINEDA, NHEIL ROXANNE S.
Address: Blk.27, Lt.26, Phase 2 Northville 14, Brgy. Malpitic CSFP
Contact no.:09496890006
E-mail address:Nhiropineda007@gmail.com
PERSONAL INFORMATION
Gender: Female
Birthday: October 07,2000
Place of Birth: Villa Franda CSF (P)
Height: 156cm.
Weight: 50 kg.
Civil Status: Single
Nationality: Filipino
Religion: Iglesia Ni Cristo
EDUCATIONAL ATTAINMENT
Senior High School: Humanities and Social Sciences
New Era University-Pampanga
Km.76 mc Arthur highway, Brgy.Dela Paz Norte, CSF(P)
2016-Present
Elementary: Malpitic Elementary School
2011-2012
Signature over Printed Name