The study aimed to develop and validate a multiple abilities inventory for adolescents with special needs. It purported to provide the student an instrument that they could use to identify their abilities.
The sources of the items for the inventory were the topics under each track and strand of the senior High School Program of the K to 12 Basic Education Program. The following measures were done to provide assurance that each of the 115 statements defined or described a single construct-abilities: 1) a table of specifications based on the tracks and strands was prepared. 2) all the topics in the test blueprint were included in the inventory. 3) the list of functions or description of the occupation involved in the tracks and strands was submitted to a panel of subject matter specialist to assess the accuracy of the work as expressed in the item, where the item describing the work of a teacher, for example, is given to a teacher. 4) items from these lists were assembled, prepared in Filipino, and submitted to a group of seven evaluators to evaluated the items and rate the scale against a set of criteria, such as clarity, correctness, suitability to the Grade 8-9 students' level of understanding, and the accuracy of the translation. 5) the revised scale was pilot tested to one Grade 8 class in a SPED school in Quezon City. This group was selected because it was composed of regular students and those with special needs. The students were sked to identify words which seemed difficult to understand, misspelled, and redundant. 6) the scale was shown to the guidance counselors or school personnel at the schools for the blind, for the deaf, for the crippled, and other student with special needs. The consultation resulted in these changes: delete one item, use an instrument written in English, leave a space for the "Yes"-"No" answers beside the item number . The new scale for the blind was reduced to 105 items, prepared in Filipino, answered "Oo" or "Hindi", using Braille paper and their individual styluses
The refined scale was administered to the respondents from 14 schools in Metro Manila and the province of Bataan. The construct validity of the scores of the scale was calculated through factor analysis. This process produced 12 factors which were given new titles. This meant that, for example Accounting, Business Management, and Mathematics (ABMM) because math was grouped with the statements on accounting and business management. The first factor to appear consisted of statements that were assigned to the 12 factors (97%). The four ambiguous items (3%) were discarded.
The reliability of the scores of the scales resulted in a Cronbach alpha of .974, indicating high level of internal consistency.
The study, development and validation of the Multiple Abilities Inventory ASN was able to establish measures of content validity, construct validity, and reliability.
The matrix of sample careers for individuals with disabilities and exceptionalities was prepared to be used as a guide by the students in choosing their professions. The study was able to show that special needs students as well as regular students possess many abilities. There are many more careers available for the CSNs. RA 10534 recommends the provision of modifications and accommodations for effective performance of individuals with special needs in their preferred occupations. MAIASN can be used by children, adolescents and adults.  

xiv, 200 pages : illustrations, portrait ; 21 cm x 29.7 cm.
Dissertation - (Doctor of Philosophy in Education) University of the Philippines, 2018 

includes references and appendices.