Abstract
The research aims to develop relevant macro-skills learning activities for students with language disorders. Teachers from special education schools catering to intellectual/learning disabilities, speech impairment, and/or mentally challenged students were considered to be the respondents of the study. Participant/class observations were done to identify the methods and strategies being employed and whether macro-skills learning activities were being used or not. Survey questionnaires were distributed to and answered by the said respondents to be able to identify the macro-skills activities and strategies already implemented in the classes. Follow-up interviews or focus group discussions were conducted for clarification and further inquiries not provided by the survey. A total of 12 respondents from 6 schools in three cities participated in the study. In addition, 8 more respondents were randomly chosen to reach 20 respondents in total. The research was patterened from Edgar Dale’s (1946) Learning Pyramid and George Miller’s (1950) Information Processing Theory. The former suggest different activities/strategies that were more effective in retaining information while the latter tell how the process of information retention happens.
Presenters
Gio Angelo EscanillasStudent, Secondary Education, Centro Escolar University Manila, Philippines
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Macro-skills, Language disorders, Language learning activities
