Valley International Journal Digital Library

VIJ Digital library
Articles

Experiences and Challenges of Teachers in Handling Learners with Intellectual Disability During Covid-19 Pandemic

PDF
  • Akari P. Pestañas,
  • Raffy R. Rosal,
  • Alexander G. Casas
Akari P. Pestañas
Cebu Technological University-Main Campus
Raffy R. Rosal
Cebu Technological University-Main Campus
Alexander G. Casas
Cebu Technological University-Main Campus
Published in : International Journal of Scientific Research and Management (IJSRM) , Vol. 12 No. 10 (2024)

Submission to VIJ 2024-10-25

Keywords

  • Special Education,
  • intellectual disability,
  • inclusive education,
  • challenges

Copyright (c) 2024 Akari P. Pestañas, Raffy R. Rosal, Alexander G. Casas

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

 

This study delved into the list of significant challenges that teachers were experiencing in handling ID learners. It employed a qualitative method in gathering data on teachers-participants’ experiences and challenges. A total of 20 teachers were selected using a convenient purposive sampling as the participants. The findings of this study revealed that teacher participants have observed and experienced multifaceted scenarios and difficulties during the COVID-19 pandemic. The data showed the existence of the challenges based on DepEd support, the lack of governmental provision of devices to aid learning, the limited learning experience, and instructional time that affect the learner’s personality, social orientations, and performance due to the absence of direct instruction. Likewise, the study concluded that the COVID-19 pandemic has affected and brought challenges to teachers and learners and has created the failure of support from the DepEd and the government. It conveyed the importance of parental support without the teacher’s direct instruction. Hence, it is recommended that schools enhance teacher training, prioritize face-to-face instruction, strengthen parental support, increase resource allocation, promote inclusive practices, and conduct further research on effective strategies.

PDF

References

  1. Aragon Jr, R. A. (2017). Implementation practices of the philippine magna carta for persons with disability. Asian Journal of Management Sciences & Education, 6(2), 6-2. Retrieved from: https://bit.ly/3BrbaDP
  2. Banas, J. R., Magasi, S., The, K., & Victorson, D. E. (2019). Recruiting and retaining people with disabilities for qualitative health research: Challenges and solutions. Qualitative health research, 29(7), 1056-1064. Retrieved from: https://bit.ly/3pTihT7
  3. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191.
  4. Bandura, A., & Wessels, S. (1997). Self-efficacy. Cambridge University Press Cambridge. http://happyheartfamilies.citymax.com/f/Self_Efficacy.pdf
  5. Bondar Kakhaki, Z., Shid Anbarani, B., & Aghamohammadian Sharbaf, H. (2021). The role of cognitive emotion regulation and mother-child relationship in prediction of psychological well-being of mothers with intellectual disabled children. Journal of Psychology, 4(96), 0. Retrieved from: https://bit.ly/3w5rcSO
  6. Bruno, L. P., Lewis, A. M., Kaldenberg, E. R., Bahr, P. A., & Immerfall, J. (2020). Direct Instruction of Text-to-Speech Software for Students with Intellectual Disability. Education and Training in Autism and Developmental Disabilities, 55(4), 424–437.
  7. Califf, C. B., & Brooks, S. (2020). An empirical study of techno-stressors, literacy facilitation, burnout, and turnover intention as experienced by K-12 teachers. Computers & Education, 157, 103971.
  8. Carreon, J. R., & Aquino, J. T. (2021). The Advent of Disruptive Innovation in the New Normal Educational Landscape: Challenges and Future Directions. International Journal in Information Technology in Governance, Education and Business, 3(1), 16–29.
  9. Cedeño, M. L. G., Rosado, I. S. M., & Loor, K. G. R. (2018). Characterization of the visual disability and its relation with the resilience. International Research Journal of Management, IT and Social Sciences, 5(2), 32-40. Retrieved from: https://bit.ly/3EwwCcj
  10. De Guzman, C. (2021). The Philippines still hasn't fully reopened its schools because of COVID-19. what is this doing to children?.Time. Retrieved December 6, 2021. Retrieved from: https://bit.ly/3Ir3vtS.
  11. Dianito, A. J., Espinosa, J., Duran, J., & Tus, J. (2021). A glimpse into the lived experiences and challenges faced of PWD students towards online learning in the Philippines amidst COVID-19 pandemic. International Journal Of Advance Research And Innovative Ideas In Education, 7(1), 1206-1230. Retrieved from: https://bit.ly/3BCaZWd
  12. Duncan, A., Liddle, M., & Stark, L. J. (2021). Iterative development of a daily living skills intervention for adolescents with autism without an intellectual disability. Clinical Child and Family Psychology Review, 1-21. Retrieved from: https://bit.ly/3BCUbyw
  13. Hartmann-Boyce, J., Morris, E., Goyder, C., Kinton, J., Perring, J., Nunan, D., ... & Khunti, K. (2020). Diabetes and COVID-19: risks, management, and learnings from other national disasters. Diabetes Care, 43(8), 1695-1703. Retrieved from: https://bit.ly/3jOvFUX
  14. Hayes, S. (2021). Postdigital positionality: Developing powerful inclusive narratives for learning, teaching, research and policy in Higher Education. Brill. Retrieved from: https://bit.ly/3pTsYp1
  15. Jónasdóttir, S. K., Egilson, S. Þ., & Polgar, J. (2020). Services, systems and policies shaping the built environment for people with mobility impairments. Scandinavian Journal of Disability Research, 22(1). Retrieved from: https://bit.ly/2ZDRpw1
  16. Khasawneh, M. A. S. (2021). The relationship between the acquisition of language patterns and oral expression skills among students with learning difficulties in the English language during the Covid-19 pandemic. FONDATIA, 5(2), 140–152.
  17. Klapproth, F., Federkeil, L., Heinschke, F., & Jungmann. T. (2020). Teachers' experiences of stress and their coping strategies during COVID-19 induced distance teaching. Journal of Pedagogical Research, 4(4). DOI:10.33902/JPR.2020062805.
  18. Lekova, A. K., Tsvetkova, P., & Andreeva, A. (2024). Enhancing Brain Health and Cognitive Development Through Sensorimotor Play in Virtual Reality: Uncovering the Neural Correlates. The International Journal of Games and Social Impact, 2(1), 46–70.
  19. Lim, L., & Wong, M. E. (2021). Special needs and inclusion. In special needs in Singapore: Trends and Issues (pp. 1-9). Retrieved from: https://bit.ly/3GDElHj
  20. Llullaku, N. (2017). Measuring creative potential of primary school students and the perspectives of students and teachers from Kosovo: A mixed method study (Vol. 38). Herbert Utz Verlag. Retrieved from: https://bit.ly/3nJqUwT
  21. Molina Roldán, S., Marauri, J., Aubert, A., & Flecha, R. (2021). How inclusive interactive learning environments benefit students without special needs. Frontiers in Psychology, 12, 661427.
  22. Piaget, J. (1976). Piaget’s Theory. In B. Inhelder, H. H. Chipman, & C. Zwingmann (Eds.), Piaget and His School (pp. 11–23). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-46323-5_2
  23. Premack, D., & Woodruff, G. (1978). Does the chimpanzee have a theory of mind? Behavioral and Brain Sciences, 1(4), 515–526.
  24. Resendes, T., Benchimol-Elkaim, B., Delisle, C., René, J. L., & Poulin-Dubois, D. (2021). What I know and what you know: The role of metacognitive strategies in preschoolers’ selective social learning. Cognitive Development, 60, 101117. Retrieved from: https://bit.ly/3pSxKmx
  25. Rumjaun, A., & Narod, F. (2020). Social Learning Theory—Albert Bandura. Science Education in Theory and Practice: An Introductory Guide to Learning Theory, 85–99.
  26. Saran, A., White, H., & Kuper, H. (2020). Evidence and gap map of studies assessing the effectiveness of interventions for people with disabilities in low‐and middle‐income countries. Campbell Systematic Reviews, 16(1), e1070. Retrieved from: https://bit.ly/3bqbN5J
  27. Teo, T. W. (2021). A Survey of Science Teachers’ Perception and Practices in Inclusive Science Classrooms. Asia-Pacific Science Education, 6(2), 388-426. Retrieved from: https://bit.ly/3EyzOEl
  28. Thanathiti, T. (2019). Empowerment: Mechanism to Develop Life Quality for Thai Persons with Disabilities. PSAKU International Journal of Interdisciplinary Research, 8(1). Retrieved from: https://bit.ly/3nOe0On
  29. von Thienen, J., Szymanski, C., Santuber, J., Plank, I. S., Rahman, S., Weinstein, T., ... & Meinel, C. (2021). Neurodesign live. Design Thinking Research: Interrogating the Doing, 357. Retrieved from: https://bit.ly/3nJpBht
  30. Winter, E. C. (2006). Preparing new teachers for inclusive schools and classrooms. Support for Learning, 21(2), 85–91. https://doi.org/10.1111/j.1467-9604.2006.00409.x
  31. Wofford, A. M. (2021). Rewriting the Script for Equity-Minded Graduate School Pathways: Examining Mechanisms of Mentoring and Psychosocial Development in Computing Disciplines (Doctoral dissertation, UCLA). Retrieved from: https://bit.ly/3EBPdE1