Routine-Based Strategies for Developing Self-Help Skills of Children with Special Needs

This study examined routine-based strategies for developing self-help skills among children with special needs in Pangasinan Division I during the 2025–2026 school year. It aimed to assess the effectiveness of these strategies, describe the profiles of respondents in terms of age, sex, civil status, educational attainment, teaching experience, and relevant training, and determine whether these characteristics influence the perceived effectiveness of the strategies. It also explored the relationship between respondent profiles and the effectiveness of routine-based interventions. The study utilized descriptive and inferential statistical tools, including frequency counts, percentages, weighted means, analysis of variance (ANOVA), and Pearson Product-Moment Correlation. Findings revealed that most respondents were middle-aged, highly educated, experienced, married female educators who had attended local training programs but had limited international exposure. Results showed that routine-based strategies were rated as very effective in developing self-help skills among learners with special needs. Furthermore, demographic variables such as age, sex, and educational attainment did not significantly affect respondents’ perceptions of the effectiveness of these strategies. In conclusion, the study found that routine-based strategies are highly effective in promoting independence among children with special needs, regardless of the demographic profile of teachers. This indicates that such strategies are broadly applicable and beneficial across different groups of educators. It is recommended that Special Needs Education (SNED) teachers continue to implement and strengthen routine-based strategies in daily instruction, while also developing individualized approaches suited to learners’ needs. Continuous assessment and exploration of other influencing factors, such as cultural and individual differences, are also encouraged to enhance instructional effectiveness further.