Visual and Non-Visual Routines: Effects on Cognitive Skills of Learners With Special Needs

This study investigated the effects of visual routine interventions on the visual-spatial skills and working memory of learners with special needs at Malaybalay City Central School during the 2024–2025 school year. A total of sixty learners were selected through purposive and convenience sampling based on functional vision, ability to follow instructions, and enrollment in selected SNED classrooms. Participants were equally assigned to either a Visual Routine Group or a Non-Visual Routine Group. Using a quasi-experimental research design, the study examined the effects of structured visual routines compared with non-visual instructional methods on the targeted cognitive skills. Pretest and posttest assessments were administered to measure changes in visual-spatial skills and working memory within and between groups. Results revealed that both groups demonstrated improvement following the interventions; however, learners in the Visual Routine Group achieved significantly greater gains than those in the Non-Visual Routine Group. Statistical analysis showed significant differences between pretest and posttest scores in the Visual Routine Group and significant differences between the two groups after the intervention. The findings suggest that visual routines are an effective instructional strategy for enhancing visual-spatial skills and working memory among learners with special needs. The study highlights the importance of incorporating structured visual supports into special education classrooms to strengthen learning processes and improve cognitive skills related to information organization, retention, and processing.