EFFECTIVE Teaching Approaches in Special Education Program: A Literature Review

To address the individual’s differences and special needs, Special Education is the practice of educating students. It tailored to meet the needs of students with disabilities. Effective teaching approaches for Special Education Program are ways to identify and achieve the main goal on Special Education. This study examines the effective teaching approaches in Special Education Program with contextual variables included as controls are identified. These looked at the influences of personal characteristics in support for various educational teaching approaches and best practices. Data were gathered from data mining. Special education teacher must incorporate satisfying and effective teaching approaches in special education to improve the quality and learning process of education.

INTRODUCTION Persons with disabilities are almost always worse off than persons without disabilities in terms of educational access and learning outcomes. In addition, women with disabilities re often less likely reap the benefits of formal education than disabled men (UNESCO Institute for Statistics, 2018). Inclusive Education embraces the philosophy of accepting all children regardless of race, size, shape, color, ability or disability with support from school staff, students, parents and the community (DepEd Order No. 72, s. 2009). Special education the education of children who differ socially, mentally, or physically from the average to such an extent that they require modifications of usual school practices (Britannica.com). It provides students with identified disabilities specialized instruction designed to meet their unique learning needs, giving them the opportunity to develop to their fullest potential (IDEA). Exceptional learners are an outstanding introduction to the learners and their education. Emphasizing classroom practices as well as the psychological, sociological. And medical aspects of disabilities and giftedness (Pearson Higher Ed, 2013).
II. II. OBJECTIVES The impetus of this paper is to analyze the best practices of Special Education used by the Special Education Centers. This study specifically seeks to answer the following questions: 1.
What are the approaches commonly used in teaching children with Special Education Needs (SEN) in? a. Asia b.
United States of America c. Europe d.
Among the five continents, what teaching approaches give best results in handling this type of learners? 3.
What are the strengths and limitations of the different teaching and learning approaches used? 4.
Based on the findings, what recommendations can be implemented to improve the Special Education Program in the Philippines?

III.
DESIGN AND METHOD This research uses a systematic search and review design. A data mining process which extracts the information from large scale of data to find some important values or convert the information into knowledge. This method is also very useful and efficient procedure for finding interesting knowledge and constraints from the raw data. The content and presentation of this paper utilizes related studies or reviews as benchmark in finding the most preferred effective teaching approaches in Special Education Program. Furthermore, this research work attempts to answer the best practices and constraints meet during the planning process and how these issues or concerns are solved. This indicates that the inclusive education system is, however, noticeably starting to gain increased momentum as the Asia-pacific region follows the international trend to embrace the ideology of greater inclusivity. The focus is no longer on those students who exhibit a specific disability. Inclusion seeks to address the needs of all students who may have difficulty in accessing the mainstream curriculum and attempts to do this within a whole school approach to diversity (Forlin, 2005). According to Confucius, the philosophical underpinning regarding people with disabilities is that they should be cared for with tolerance and acceptance (Pang and Richey, 2006). According to Piao (1991), the support for people with disabilities and the expectation that they should be treated in an honorable way was enacted at least a thousand years before similar human rights perspective were initiated in the West.

IV. PRESENTATION OF DATA AND ANALYSIS
In Pedagogical Approaches, South Africa has 52.13% which is the highest percentage and Greece has the lowest percentage which is 8.71. This implies that the practice of inclusive education has been widely embraced as an ideal model for education, both in South Africa and internationally (Maher, 2009 IV. FINDINGS, CONCLUSIONS and RECOMMENDATIONS Inclusion is a term used to describe one option for the placement of special education students. These inclusive programs are sometimes referred to as mainstreaming, which is the selective placement of students with disabilities in regular education classrooms. Fulcher (2015) indicated that there is a need to make legal, administrative and educational arrangements for individuals with special needs to benefit from equal education and life opportunities as individuals with normal developmental characteristics. Individuals with special needs have different requirements and characteristics from their peers with typical development in terms of physical, social, mental and emotional development. Individuals with special needs might differ significantly from the level expected from his or her age in terms of individual characteristics and educational competence for various reasons (Baglama, Serttas and Demirok, 2017; Bateman and Bateman, 2014). Some of the problems include: 1.
Need for different types of studies and interventions: Studies that explore system-and school-level interventions, rather than focusing on improving the skills of individual children are also needed (Kuper et al, 2018; The Impact Initiative, 2018). Need to generate better quality data: There was a lack of evidence regarding outcomes other than educational skills, such as academic achievements (e.g. high school graduation achieved), social inclusion at school, and stigma reduction (Kuper et al, 2018). 3.
Benefits for students with and without disabilities: Many of the papers highlight older research that demonstrates the benefits of inclusive education not only for students with disabilities, but also especially for students without disabilities, both academically and socially (Hehir  et al, 2016). Many of the studies argue that in general separate educational settings for children with disabilities are not as beneficial as more integrated settings (Oh-young and Filler, 2015). However, others argue that it cannot unequivocally be concluded which setting has the greatest effect on the scholastic and social development of special needs pupils (Dyssegaard and Larsen, 2013). It is important to note that the majority of the research these findings were based on were from the US and other high-income countries.

4.
Barriers and lack of finance: Significant barriers exist that prevent inclusive education from being implemented or used to its fullest extent. Many school systems in developing countries lack the financial capita, resources, or teachers trained in special education to properly assimilate special needs students into mainstream classrooms. There is also a scarcity of information on financing of inclusive education (European Agency for Special Needs and Inclusive Education, 2016: 44).

5.
Effectiveness of different interventions not clearcut: Results from several of the studies show that peer tutoring can be an effective strategy for including special needs pupils in mainstream education (Dyssegaard and Larsen, 2013). Kuper et al (2018) found 'promising evidence' that primary education interventions in developing countries are effective, but better quality evidence is needed. There was insufficient evidence to draw conclusions on effectiveness of early education and secondary education interventions. V.