Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 18 no. 4 (2024)

Meeting Diverse Needs: A Quantitative Study on Teachers’ Experiences in Handling Learners with Special Needs in the Blended Learning Modality

Mae Angelyn Celestial | Joshua Dan Cortez | Bea Carol Crisologo | Aimie Grace Alido | Zarina Halipa | Romeo Bordios | Charito Cacas | Noel Mondero | Julius Delfin

Discipline: Education

 

Abstract:

This study aimed to investigate teachers' experiences in handling learners with special needs. A descriptivecorrelational research design was used in this study. The investigation was conducted in the Schools Division of Cotabato, where teachers were handling learners with special needs. Fifty-four (54) respondents were qualified to participate in this study. Fifteen (15) were identified for our pilot testing, and the other thirty-nine (39) were identified for the final survey. A research-made survey questionnaire through Google Forms was used in data gathering. Frequency and percentage distribution, mean and standard deviation, and ANOVA were used to treat the data. The study revealed that the teachers handling learners with special needs encountered problems such as difficulty using the blended learning modality since they needed more training and seminars about it. The study also revealed that the teachers found ways and alternatives and became resourceful in handling learners with special needs. The results also showed that parents' support plays a significant role in the education of the learners. With the teachers' experiences with learners' behavior and parents' support, the teachers could reflect on what went well and what required more work. Despite the challenges, teachers can create a supportive and engaging learning environment that meets the unique needs of learners with special needs, helping them to succeed in their educational pursuits.



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