Development, validation, and utilization of localized sensory board for learners with special educational needs

Abstract

This study aimed to develop, validate, and utilize a localized sensory board for Learners with Special Educational Needs (LSENs). A mixed-methods research design was used to systematically develop, validate, and utilize the localized sensory board. The respondents and participants of this study were twenty-two LSENs and twenty-two parents of LSENs. A random sampling procedure was used to select twenty-two LSENs and twenty-two parents. The data were collected through document analysis, validation rubric, and interviews. Based on the findings of the study, the following results were drawn: 1) The academic performance of LSENs before the utilization of the sensory board were at the following markings: 22.73% at Approaching Proficiency, 50.00% at Developing, and 27.27% at Beginning, 2) The experts in special education validated the material as highly acceptable to the following dimensions: Quality, Usability, and Technical Design, 3) The academic performance of LSENs after the utilization of the sensory board were at the following markings: 63.64% at Approaching Proficiency, and 36.36% at Developing, 4) Based on the responses of the parents, the impacts of using the localized sensory board are as follows: motivates students to learn, develops mathematics and numeracy skills, serves as transition activity, functions as supplementary activity, encourages calming activity, and functions as manipulative material, and 5) The results of the sample t-test revealed that there is significant difference between the academic performance of the students before and after the utilization of the localized sensory board at a very high level.