CHAPTER I INTRODUCTION Background of the study Meeting the needs of diverse students is what quality early education has

always been about. Accepting celebrating and cherishing students differences is the foundation of each teacher. We now know that the first years of a childs life are crucial in determining that childs
future success in school and beyond. The importance of these years is particularly true for

students with special needs. The early years are the foundation for childs early development and readiness for a lifelong learning. For young students with learning disabilities, development and knowledge in the early years depend on the quality of early participation in any activities. The curricular areas required for all prospective teachers are reading, writing, communication skills, mathematics, social studies, the sciences, health/ physical education, fine arts, and vocational/transition education. The emphasis in early childhood is on sensorimotor and social/emotional development, listening and speaking, and emerging reading, writing, and mathematical skills. In elementary grades the emphasis is on teaching and learning in reading, writing, and mathematics. During middle school the shift to classes by content area requires that children develop higher-level cognitive skills and understand the underlying concepts. Work on reading, writing, and reasoning within specific content areas throughout middle and high school is necessary. Also necessary is the integration of technology into all areas of instruction. Various professional organizations may assist in formulating specific knowledge and skill competencies for each of the content areas. Although the majority of students with learning disabilities have specific difficulty in the area of reading, spelling, or writing (Lyon, 1995), most of these students are placed in general

education classrooms. Reading researchers have reached consensus that most reading and spelling disabilities originate with specific impairment of language processing. Therefore, in order to prevent problems in acquiring written language and to provide timely intervention for this major problem, general education teachers (especially in preschool and primary classrooms), special educators, speech-language pathologists, and other school-based personnel must have a thorough knowledge of the structure of oral and written language and its influence on literacy (Moats, 1994). In the content areas for which they are responsible and in other subjects, teachers must demonstrate proficiency in their spoken language, reading, and writing. Teachers also must be competent to teach word analysis, spelling, reading comprehension, and the writing process .Teachers and others who work with students who have learning disabilities need to determine how their students learning differences affect their acquisition of knowledge such as Dyslexia, Dyscalculia, Dysgraphia, Dyspraxia, Auditory Processing Disorder, and Visual Processing Disorder. All prospective teachers should be taught how to individualize instruction and how to determine when and how to make accommodations and modifications. The researcher personally experienced observing a group of students with learning disabilities that made me think to study more about their behavior, learning process and some problems encounter by Physical Education teachers.

As a future MAPEH teacher, I viewed myself teaching students and to students with learning disabilities that will encounter more in physical activities, also the process of learning and the Psychomotor D o m a i n . The psychomotor domain (Dave 1975) includes physical

movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in

execution. This brings about where this present activities fall into in the psychomotor domain, Imitation, Manipulation, Precision, Articulation, and Naturalization.

The researcher takes into consideration not only that the problem is interesting but also its workability and availability of the information and scope. One of the most important things to remember when teaching students with learning disabilities is to include them in normal activities as much as possible. This is especially important for young children who want to feel included and engaged in a social life with other students.

Statement of the Problem The study purports to study The Problems of Physical Education teachers in teaching Students with Learning Disabilities. Especially the study aims to answer the following sub problems: 1. Profile of students with learning disabilities. 2. What are the preparations of Physical Education teachers for teaching students with learning disabilities? 3. What are the problems encounter by Physical Education teachers in handling students with learning disabilities? 4. What are the teaching approaches of Physical Education teachers in teaching students with learning disabilities? 5. What implications can be drawn in the finding?

Theoretical Framework Modeling is an effective instructional strategy in that it allows students to observe the teachers thought processes. Using this type of instruction, teachers engage students in imitation of particular behaviors that encourage learning. According to social learning theorist Albert Bandura, Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modelling, from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action. The initial phase of Bandura's foundations of human learning and the will of children and adults to imitate behavior observed in others, in particular, aggression. He found that according to Social Learning theory, models are an important source for learning new behaviors and for achieving behavioral change in established settings. Social learning theory suggests that there are three regulatory systems that control behavior. First, the antecedent inducements greatly influence the time and response of behavior. The stimulus that occurs before the behavioral response must be appropriate in relationship to social context and performers. Second, response feedback influences also serve an important function. Following a response, the reinforcements, by experience or observation, will greatly impact the occurrence of the behavior in the future. Third, the importance of cognitive functions in social learning for example, for aggressive behavior to occur some people become easily angered by the sight or thought of individuals with whom they have had hostile encounters, and this memory is acquired through the learning process.

In disposition modeling, teachers and students convey personal values or ways of thinking. Although teachers must be careful not to offend and to be inclusive when modeling dispositions, this type of modeling is important for facilitating the development of character and community. Teachers can model desired personal characteristics by acting with integrity and empathy and by setting high expectations. Teachers who are creative, diligent, well-prepared, and organized model the kinds of strategies needed to succeed in the workforce. When using modeling as a scaffolding technique, teachers must consider students position in the learning process. Teachers first model the task for students, and then students begin the assigned task and work through the task at their own pace. In order to provide a supportive learning environment for students who have learning disabilities, teachers will model the task multiple times. Social learning theory explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, and environmental influences. Necessary conditions for effective modeling: Attention, Retention, Reproduction, and motivation. Bandura believed in reciprocal determinism, that is, the world and a persons behavior cause each other, while behaviorism essentially states that ones environment causes ones behavior, Bandura, who was studying adolescent aggression, found this too simplistic, and so in addition he suggested that behavior causes environment as well. Later, Bandura soon considered personality as an interaction between three components: the environment, behavior, and ones psychological processes (ones ability to entertain images in minds and language). Social learning theory has sometimes been called a bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation. The theory is related to (Vygotskys) Social Development Theory and (Laves) Situated Learning, which also emphasize the importance of social learning.

Learning can be inferred to have taken place when the students performance and behavior indicate the achievement of the long term goals set for the school year and the quarterly short term objectives. The students cognitive, affective and psychomotor skills and competencies are enhance as indicated by knowledge gained performance of the activities are in the instructional plans that are taught each day. Learning is not a simple process of moving form a state of not knowing to a state of knowing content or skills. The following figure illustrates that the stages of the learning process proceed from the state of not knowing to the state of knowing, using and inventing.

Significance of the study The research will be beneficial to the teacher because the research aims to teach students with learning disabilities that may require modifications to regular classroom activities, but these students are similarly as intelligent as other kids. They may require help with writing, teachers who know sign language, books written in Braille, or other specialized methods where available. The exact things which are required will depend on the student and the disabilities, thus this will give a better knowledge for MAPEH teachers especially to those who are not aware of the outcomes. The research is beneficial too because this will inform the points by which the teacher should have or while doing physical activities. This also benefits the teacher because the study also aims to find out the outcomes of physical activities on the teacher. This will be beneficial to future MAPEH teachers because this can serve as a foundation for engaging Physical activities in aiming learning in physical education. The study will help us to understand on employing Physical activities, on how to perform and how to form such involvement for the students.

The research is beneficial to researcher, as a MAPEH major, there will be lots of physical activities that I will face and with this information. Definition of Terms Learning disability is a classification including several areas of functioning in which a person has difficulty learning in a typical manner, usually caused by an unknown factor or factors. Physical Education is the process by which changes in the individual are bought about through movements experiences, Physical Education aims not only at physical development but is also concerned with education of the whole person through physical activities. Physical activity in an educational setting is defined as a behavior consisting of bodily movement that requires energy expenditure above the normal physiological (muscular, cardiorespiratory) requirements of a typical school day MAPEH. The Bachelor of Secondary Education in Music, Arts, Physical Education and Health program (BSEd-MAPEH) is designed to provide knowledge and skills to students in the educational foundations of Physical Education, Art, and Music Education.

Speech-language pathologist: A specialist who evaluates and treats patients with speech, language, cognitive-communication and swallowing disorders in individuals of all ages, from infants to the elderly. Dyslexia is a neurologically based learning disability that affects a person's ability to process language in one or more of the following areas: reading, writing, spelling or speech.

Dyscalculia is learning disorder that affects the person's mathematical abilities. People with dyscalculia have trouble recognizing numbers, counting, reading time, doing mathematical problems and using money. Dysgraphia is a neurological based learning disorder which affects writing abilities. People with dysgraphia may have difficulty forming letters correctly and spacing letters appropriately apart. Dyspraxia is a neurological disorder that causes coordination problems. The person's ability to carry out sensory and motor tasks is impaired. Auditory processing disorder causes a person to have difficulty deciphering differences between sounds. The brain processes and perceives sounds incorrectly, making it difficult for the person to differentiate between similar sounds and words Visual processing disorder have difficulty processing visual information. The eyes see correctly, but the brain does not interpret the information properly. Social learning focuses on the learning that occurs within the social context that considers how people learn from one another, encompassing such concepts as observational learning imitation and modeling Reciprocal Determinism a person's behavior is both influenced by and influences a person's personal factors and the environment. Scope and Delimitation The study focuses on Physical Education teachers that teach students with learning disabilities on the utilization of Physical activities.

PREPARED FOR: Dr. JAIME M. BUZAR RESMETH PROFFESOR

PREPARED BY: BONECILE, MARY JOY S. BSEd- IV (MAPEH)

REFERENCE: Lyon, G. R. (1995). Research initiatives in learning disabilities: Contributions from scientists supported by the National Institute of Child Health and Human Development. Journal of Child Neurology, 10 (Suppl. 1), 120126.

Moats, L. C. (1994). The missing foundation in teacher education: Knowledge of the structure of spoken and written language. Annals of Dyslexia, 44, 81104.

Center on Disability Studies: Hidden / Invisible Disabilities J Child Neurol. 2004 Oct;19(10):765-771

Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive. Englewood Cliffs, NJ: Prentice Hall.

Thomas, J.R & Nelson J.K (2001) research methods in physical activity (4th ed.) Champaign, IL: Human kinetics