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Abstract
The research focused on the practices of teachers and parents of learners with special educational needs during pandemic employing descriptive-correlational research design. It specifically sought the demographic profile of the teachers and parent-respondents. Using purposive sampling, the respondents of the study consisted of 22 teachers and 26 parents from Academia De Santiago of Tarlac, and Angel Beats Play and Development Center, Manila, Philippines. The frequency count, percentage weighted mean, and correlation analysis were used to treat the data gathered from the survey-questionnaire. Results revealed that that the teacher-respondents “greatly encountered” behavioral problems and “encountered” cognitive development problems in handling LSENs; parent-respondents “encountered” both behavioral and cognitive development problems. There was a “great extent” of practices of teachers while “little extent” in parents’ practices. There was a significant relationship between the demographic profile of the teacher-respondents and the extent of teachers’ practices. Based from the significant findings drawn, this study recommends to upskill teachers’ competencies in handling learners with special education needs. Finally, implementation of the action plan is hereby recommended to improve the behavioral and cognitive aspects of the learners and to further improve practices of teachers and parents of the home-schooled learners with special educational needs during a pandemic and its aftermath.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Rosales, J. M. L., Ancheta Jr. , R. A., Manalastas, R. D., De Los Reyes, C. E. P., Etcuban, J. O., De Los Reyes, N. R. T., Capuno, R. G., Manguilimotan, R. P., & Pinili, L. C. (2022). Practices of Teachers and Parents of Learners with Special Educational Needs During Pandemic. International Journal of Multidisciplinary: Applied Business and Education Research, 3(8), 1514-1525. https://doi.org/10.11594/ijmaber.03.08.14
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Jandrić, S. and Kurtović, A. (2021). Parenting sense of competence in parents of children with and without intellectual disability. Europe’s Journal of Psychol-ogy Retrieved from https://ejop.psychopen.eu.
Kalantzis, M., & Cope, B. (2021). Works and days. Re-trieved from https://newlearning online.com.
Kuo, D., & Coleman, C. (2020). Covid-19: Caring for chil-dren and adolescents with special health care needs. Retrieved from https://pdf.sciencedirectassets.com.
K-12 Academics (2021). Learning Theory Behaviorism. Retrieved from https://www.k12academics.com.
Kazee, L. (2020). Parenting in a pandemic: Encouraging positive behaviors and self-discipline. Michigan Vir-tual. Retrieved from https://michiganvirtual.org.
Khan, R.M.A; Iqbal, N; Tasneem, S. (2015). The influence of parents educational level on secondary school students’ academic achievements in District Rajan-pur. Journal of Education and Practice. Retrieved from https://files.eric.ed.gov.
Kupper, L. (2019). Questions often asked by parents about special educational services. Retrieved from https://www.parentcenterhub.org.
Kurt, S. (2020). Social Learning Theory: Albert Bandura. Educational Technology. Retrieved from https://educationaltechnology.net.
Lindsay, S., Proulx, M., Thomson, N. and Scott, H. (2013). Educators' Challenges of Including Children with Autism Spectrum Disorder in Mainstream Classrooms. ERIC International Journal of Disa-bility, Development and Education. Retrieved from https://eric.ed.gov.
Levaste, V. (2020). The role of parents in modular dis-tance learning. Press Reader. Sun Star Pampanga. Retrieved from https://www.pressreader.com.
Logsdon, A. (2021). The important role of parents in spe-cial education. Very Well Family. Retrieved from https://www.verywellfamily.com. Center for Par-ent Information.
Lefa, B. (2014). The Piaget theory of cognitive develop-ment: An educational implications. Research Gate. Retrieved from https://www.researchgate.net.
Liego, M. (2021). Guidelines for the reclassification of regular teacher to SPED teacher items. Retrieved from https://www.teacherph.com.
Lulaj, E. (2CE 2). The correlation of financial-stress and educational-teaching factors on students during online learning in the Covid-19 (Cov19) pandemic.
International Journal of Instruction. Retrieved from https://www.e-iji.net.
Mauro, T. (2020). What does "special needs" mean? Very Well Family. Retrieved from https://www.verywellfamily.com.
McLeod, S. (2016). Albert Bandura’s social learning theo-ry. Simply Psychology. Retrieved from https://www.simplypsychology.org.
McLeod, S. (2018). Erik Erikson's stages of psychosocial development. Simply Psychology. Retrieved from https://www.simplypsychology.org.
McLeod, S. (2020). Lev Vygotsky’s Sociocultural Theory. Simply Psychology. Retrieved from https://www.simplypsychology.org.
Monroy, F.A. & Llamas, F. & Fernández, M.R. &Carrión, J. L. (2020). Digital Technologies at the Pre-University and University Levels. Sustainability. Retrieved from https://www.e-iji.net.
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Ontario Centre of Excellence for Child & Youth Mental Health (2019). Parenting Sense of Competence Description. Retrieved from https://effectiveness.force.com.
Ocampo, N. (2016). Rights of the special child. Press Reader 2016.
Pawilen, G., Sibayan, I., Manuel S.J., Buhatd, T.A. (2018). Developing a curriculum for the transition program of special learners in the Philippines. International
Journal of Curriculum and Instruction. Retrieved from https://files.eric.ed.gov.
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