Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 25 no. 2 (2024)

Beyond the Looking Glass: Teachers’ Perspectives on the Limited-Face-To-Face Learning for Learners with Disabilities

Virgie Lyn Antonio | Noe Garcia

Discipline: Education

 

Abstract:

This phenomenological study aimed to provide an in-depth understanding to answer the question of how participants described their views, and feelings and how it affected their lives in teaching learners with disability in limited face-to-face learning. The 10 SPED teachers served as the respondents of the study. Given the restricted participant pool, purposive sampling was employed. Five (5) SPED teachers for the individual in-depth interview (IDI), and five (5) for the focus group discussion (FGD) from General Santos City SPED Integrated School. The Qualitative Research Method using the validated Semi-Structured Interview Guide to gather data from the participants, and thematic analysis was applied to interpret the data. Based on the findings of the study these significant themes emerged their experiences: full of adjustment, dealing with diverse behaviour, providing guidance, showing consideration, discovering the learner’s situation, and attending to learners’ needs. Moreover, their coping mechanism the themes were: happy to teach, fulfilled to help learners, challenged, and exhausted. Finally, for insights the themes were privileged with educational training, employed collaboration, provided quality learning, and postered positivism. The results of the study revealed that SPED teachers were happy and enthusiastic to teach learners in the limited face-to-face learning, nevertheless, the challenges of monitoring and assessing students' learning, progress, and behavior were primary factors to address in class. Hence, SPED teachers needed coping mechanisms to with the circumstances in class.



References:

  1. Abarca, C. F. (2022, July 12). SY 2022-2023 To formally begin on August 22.  DepEd. National News.https://mb.com.ph/2022/07/12/sy-2022-2023-to-formally-begin-on-aug-22-says-deped
  2. Abrol, M. (2023). Role of teacher is promoting inclusive education. RsearchGate. https://www.researchgate.net/pubclition/373922076_Role_of_Teacher_in_ Promoting_Inclusive_Education
  3. Adetunji, J. (2018). Being able to adapt in the classroom improves teachers’ well-being. https://theconversation.com/being-able-to-adapt-in-the-classroom-improves-teachers-well-being-95788 
  4. Ahmed, N. A., Pasha, A. R., Malik, M.  (2021). The role of teacher training programs in optimizing teacher motivation and professional development. Bulletin of Education and Research April 2021, Vol. 43, No.2 pp. 17-37. https://files.eric.ed.gov/fulltext/EJ1338294.pdf
  5. Ahammed, H. (2021). Challenges faced by teachers of learners with learning disabilities. Cogent Education. Volume 10, 2023. Issue 1. https://www.tandfonline.com/doi/full/10.1080/2331186X.2023.2213612
  6. Allam, F. C., & Martin, M. M. (2021). Issues and challenges in special education: A qualitative analysis from teachers. Southeast Asia Early Childhood                                 Journal. Vol. 10 (1), 2021 (37-49) ISSN 2289-3156 / eISSN 2550-1763 http://ejournal.upsi.edu.my/index.php/SAECJ 37
  7. Amstad, M., & Müller, C.M. (2020).  Students' problem behaviours as sources of teacher stress in special needs schools for individuals with intellectual disabilities. Original Research article, Front. Educ. 22 January 2020. Volume 4 – 2019. https://doi.org/10.3389/feduc.2019.00159
  8. Ancheta, R. F., & Ancheta, H. B. (2020). The new normal in education: A challenge to the private basic education institutions in the Philippines development. International Journal of Educational Management and Development Studies. Volume 1, Issue 1 · September 2020 ISSN 2719-0 633 (PRINT) 2719-0641 (ONLINE) https://iiari.org/wp-content/uploads/2020/09/The-New-Nor mal-in-Education-1.pdf
  9. Arbor Associates. (2022, January 19). Why teaching special education is a rewarding career. https://www.arborstaffing.com/2022/01/19/why-teaching-special-education-is-a-rewarding-career/
  10. Arlinda, R. (2022). The effect of limited face-to-face learning in new normal era towards learning motivation of elementary school students. Al-Ishlah: Jurnal Pendidikan. Vol.14, 3 (September, 2022), pp. 2963-2972 ISSN: 2087-9490 EISSN: 2597-940X, https://doi.org/10.35445/alishlah.v14i3.1781
  11. Asmaveedu, H. A. (2021). Challenges faced by teachers of learners with learning disability. ResearchGate. https://www.researchgate.net/publication/351303413_Challenges_Faced_by_Teachers_of_Learners_with_Learning_Disability
  12. Azubuike, B. & Aina, B. (2020). How parents are supporting their childrens’ learning during the covid-19 pandemic in Nigeria. Covid-19, Learning.                                      https://www.ukfiet.org/2020/how-parents-are-supporting-their-childrens-learning-during-the-covid-19-pandemic-in-nigeria/
  13. Banks, T., Obiakor, F., Rotatori, A. (2021). Enhancing partnerships in special education: Innovative collaboration, consultation and     cooperation. Contemporary Perspectives in Special Education https://www.amazon.com/Enhancing-Partnerships-Special-Education-Collaboration/dp/1648022944
  14. Bates, D. (2023). The power of patience: Unlocking accessibility and inclusion. Linkedin. https://www.linkedin.com/pulse/power-patience-unlocking-accessibility-inclusion-darren-bates
  15. Bendijo, A. A. C. B. (2020). New normal: How parents embrace the challenges in         education. DepEd Division of Malaybalay City. https://www.depedmalaybalay.net/articles/new-normal-how-parents-embrace-the-challenges-in-education.html
  16. Benevene, P., De Stasio, S., Fiorilli, C., Buonomo, I., Ragni, B., Briegas, J. J. M., & Barni, D. (2019). Effect of teachers’ happiness on teachers’ health. The mediating role of happiness at work. Frontiers in Psychology, 10, Article 2449. https://doi.org/10.3389/fpsyg.2019.02449
  17. Bhandari, P. (2022). Triangulation in research/ guide, types, examples. https://www.scribbr.com/author/pritha/
  18. Bisnar, M. S. (2022). Beyond the return to face-to-face Classes. P&A Grant Thornton. August 31, 2022. https://www.grantthornton.com.ph/insights/articles-and-updates
  19. Bordeos, M. L., Lahman, K. R. M., Sta Cruz, I. P. (2022). Students in the new normal: their experiences in the pandemic’s limited-face-to-face classes. American Journal of Education and Technology (AJET).    Volume 1 Issue 3, Year 2022. ISSN: 2832-9481(Online). https://journals.e-palli.com/home/index.php/ajet/article/view/979
  20. Branstetter, R. (2020). How teachers can help students with special needs navigate distance learning. Greater Good Magazine. https://greatergood.berkeley.edu/article/item/how_teachers_can_help_students_with_special_needs_navigate_distance_learning
  21. Caulfield, J. (2019). How to do thematic analysis/step-by-step guide & examples. Scribbr. https://www.scribbr.com/methodology/thematic-analysis/
  22. Coffelt, T. A. (2017). Confidentiality and anonymity of participants. https://dr.lib.iastate.edu/server/api/core/bitstreams/c01c71f9-1b9e-4ecd-ae9e-f02e5bc66f8d/content
  23. Covey, (2024, April 15). Challenges and solutions for students with disabilities. (https://covey.org/challenges-and-solutionsfor-students-with-disabilities/
  24. Covey, (2024, July 19). How to support students with disabilities in the classroom. https://covey.org/how-to-support-students-with-disabilities-in-the-classroom/
  25. Cresswell, J. W. (2018). Research design: qualitative, quantitative, and mixed methods approaches. ResearchGate. https://www.researchgate.net/publication/31763471_Research_Design_Qualitative_Quantitative_and_Mixed_Methods_Approaches_JW_Creswell
  26. Curran, L. (2021). The importance of teacher training and professional development. Academy for International Science and Research.https://www.aisr.org.uk/post/the-importance-of-teacher-training-professional-development
  27. Dayagbil, F. T., Palompon, D. R., Garcia, L.L., Olvido, M. M. (2021). Teaching and learning continuity amid and beyond the pandemic. Frontiers. Original Research. Volume 6 2021.https://www.frontiersin.org/artcles/10.3389/feduc.2021.678692/full
  28. Dean, J. (2022). Face-to-face interaction enhances learning innovation. Cornell Chronicle. https://news.cornell.edu/stories/2022/03/face-face-interaction-enhances-learning-innovation
  29. De, B. (2021). Traditional learning vs online learning. eLearning Industry.https://elearningindustry.com/traditional-learning-vs-online-learning
  30. Delve, H. L., & Limpaecher, A. (2022c, March 17). What is phenomenological research design? Essential Guide to Coding Qualitative Data. https://delvetool.com/blog/phenomenology
  31. De Wet, J.J. (2020). Feeling uncertainty during the lockdown that commenced in March 2020 in Greece. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8151900/
  32. Deriada, P.J. (2022). Education situation in the Philippines during covid-19 pandemic. ABConservation. https://www.abconservation.org/en/blog/2022/01/15/la-situation-de-leducation-aux-philippines-durant-la-pandemie/
  33. Diaz, T. (2023). Ulric Neisser and cognitive psychology | definition & study. Study.Com. https://study.com/academy/lesson/ulric-neisser-and-cognitive-psychology-lesson-quiz
  34.  Dorta, M. R. (2017). Bahavioral patterns in special education. Good teaching practices. Frontiers. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2017.00631/full
  35. Ecoben, M. (2022). Attitudes of special education teachers to teaching in the division of cagayan de oro during the covid. ResearchGate. https://www.researchgate.net/publication/354688220_Attitudes_of_Special_Education_Teachers_to_Teaching_in_the_Division_of_Cagayan_De_Oro_during_the_Covid
  36. Emda, A. (2017). Kedudukan motivasi belajar siswa dalam pembelajaran. Lantanida Journal. Vol. 5 No. 2 (2017) 93-196 | 173. https://jurnal.ar-raniry.ac.id/index.php/lantanida/article/view/2838/2064
  37. Ferguson, S. (2022). A joyful return to school in South Africa. Leadership.  UNICEF USA Brandvoice. https://www.forbes.com/sites/unicefusa/2022/01/27/a-joyful-return-to-school-in-south-africa/?sh=23d013243e5f
  38. Fletcher, J. (2023). 5 Effective ways to support teacher collaboration. Edutopia. https://www.edutopia.org/article/5-effective-ways-support-teacher-collaboration/
  39. Furlow, B. V. (2017). The 3 C’s of success: Collaborate, communicate. Marketplace.                                                                                  https://www.clarionledger.com/story/news/2017/07/15/3-cs-success-collaborate-communicate-cooperate/472336001/
  40. Gorna, R., Macdermott, N., Rayner, C., O’Hara, M., Evans S., Agyen, L. (2021). Long covid guidelines need to reflect lived experiences. The Lance. https://www.thelancet.com/article/S0140-6736(20)32705-7/fulltext   
  41. Grafwallner, P. (2017). What I’ve learned from special ed teachers. Edutopia. https://www.edutopia.org/article/what-ive-learned-special-ed-teachers/
  42. Hancock, D. R., Algozzine, B., & Lim, J. H. (2021). Doing case study research: A practical guide for beginning researchers. https://books.google.com.ph
  43. Hartt, K. (2022). Burnout amongst special education teachers. Mindworks. https://mindworkscollab.org/2022/02/13/burnout-among-special-education-teachers/
  44. He, M., & Li, S. (2023). Teachers’ experiences of keeping special education students informed of covid-19 pandemic: A qualitative study, education research international. Volume 2023 | Article ID 6667492 |. https://doi.org/10.1155/2023/6667492
  45. Horton, Haley. (2024). Teaching students with special needs, Teacher Vision, https://www.teachervision.com/special-needs/teaching-students-special-needs
  46. Ibiloye, A. C. (2021). Classroom management: Handling diversity and students with special needs. Medium. https://medium.com/@ibiloyeca/classroom-management-handling-diversity-and-students-with-special-needs-27b2459c0dae
  47. Inis, J. (2022). Teachers find limited face-to-face classes coupled with other tasks heavy to bear amid the pandemic. The Philippine Star.  https://www.onenews.ph/articles/teachers-find-limited-face-to-face-classes-coupled-with-other-tasks-heavy-to-bear-amid-the-pandemic
  48. Kemp, G., Smith, M., Segal, J. (14 May, 2024). Helping children with disabilities. Help.Org https://www.helpguide.org/articles/autism-learning-disabilities/helping-children-with-learning-disabilities.htm
  49.  Koopman, O. (2017). Phenomenology as a method in education research.                       In: Science Education and curriculum in South Africa. curriculum studies worldwide. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-40766-1_1                           
  50. Korstjens, I. & Moser, A. (2018). Series: Practical guidance to qualitative research. Part 4: Trustworthiness and publishing, European Journal of General Practice, 24:1,120-124, https: www.tad fonline.com/doi/pdf/10.1080/13814788.2017/1375082          
  51. Latoja, A. (2022). Back to F2F: Adjusting once again to the old normal. THE SCIENCE NET. https://the-science-net.com/2022/09/14/back-to-f2f-adjusting-once-again-to-the-old-normal/
  52. Lee, A., M.I. (2021). What is IEP Transition Planning. Understood. https://www.understood.org/en/articles/iep-transition-planning-preparing-for-young-adulthood
  53. Llego, M.A.. (2021). DepEd-DOH joint memorandum circular no. 3, s. 2021 dated September 27, 2021 on the operational guidelines on the implementation of limited face-to-face learning modality.  https://www.teacherph.com/limited-face-to-face-learning-modality/#Scope
  54. Logsdon, A. (2020). Specially designed instruction for learning disorders.  Very Well Family. https://www.verywellfamily.com/sdi-is-required-by-idea-2162689
  55. Logsdon, A. (2020). Special education in collaborative classrooms. https://www.verywellfamily.com/special-education-in-collaborative-classrooms-2162691
  56. Lyness, D. A. (2021). Adjusting to in-person school: How to help your child.  Kids Health. https://kidshealth.org/en/kids.html
  57. Malipot, M H. (28 Aug. 2022.  Resumption of classes of face to face classes a ‘victory’ for Filipino Students-VP Sara.   https://mb.com.ph/2022/08/22/resumption-of-face-to-face-classes-a-victory-for-filipino-students-vp-sara/
  58. Malipot, M. H. (2022). PH Schools to Open 2022-2023 with face-to-face classes. Manila Bulletin. https://mb.com.ph/2022/08/21/ph-schools-to-open-sy-2022-2023-with-face-to-face-classes/
  59. Malone, K. (2022). Strategies for teaching students with disabilities. Graduate programs for Educators.  https://www.graduateprogram.org/2022/11/strategies-for-teaching-students-with-disabilities/
  60. Marjan, M. (2017). A comparative analysis of two qualitative methods: Deciding between grounded theory and phenomenology for your research.  ResearchGate.https://www.researchgate.net/publication/324770155_A_Comparative_Analysis_of_Two_Qualitative_Methods_Deciding_Between_Grounded_Theory_and_Phenomenology_for_Your_Research
  61. Martinez, Richard R. Teachers’ perspective on limited face-to-face classes.               Education Society. (2022, April). Sun Star Pampanga https://www.grantthornton.com.ph/insights/articles-and-updates1/from-where-we-sit/beyond-the-return-to-face-to-face-classes/
  62. Matera, B., & Traver, J. (2020). Five principles for supporting struggling learners. Teacher. https://www.teachermagazine.com/au_en/articles/five-principles-for-supporting-struggling-learners
  63. Mcleod, S. (2018). What is operant conditioning and how does it work? Simply Psychology.  https://www.simplypsychology.org/opera nt- conditioning.html
  64. Minero, E. (2020). How to Improve students with disabilities’ sense of belonging. Edutopia. https://www.edutopia.org/article/how-improve-students-disabilities-sense-belonging/
  65. Montemayor, M. T. (2021). School year unlike any other: A return to F2F Classes. Philippine News Agency. https://www.pna.gov.ph/articles/1164154
  66. Morrison, N. (2022). Teachers twice as likely to be stressed as other occupations. Forbes. https://www.forbes.com/sites/nickmorrison/2022/06/22/teachers-twice-as-likely-to-be-stressed-as-other-occupations/?sh=585fe8973d20
  67. Muehlbacher, F., Hagenauer, G. and Keller, M.M. (2022). Teachers’ emotion regulation in the team-taught classroom: Insights into teachers’ perspectives on how to regulate and communicate emotions with regard to the team Teaching partner. Front.Educ. https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2022.787224/full
  68. Murphy, L. (2023). Helping people with blindness and vision loss continue to participate in everyday activities. National Council On Aging. https://www.ncoa.org/article/helping-people-with-blindness-and-vision-loss-continue-to-participate-in-everyday-activities
  69. Naeem, S. (2019). Data triangulation in qualitative research. Research Articles.com. http://researcharticles.com/index.php/data-triangulation-in-qualitative-research/
  70. Neubauer, B.E., Witkop, C.T. & Varpio, L. (2019).  How phenomenology can help us learn from the experiences of others. Perspect Med Educ 8, 90–97 https://doi.org/10.1007/s40037-019-0509-2
  71. Neuwirth, L. S., Jovit, S., Ratnam, R. M. (2020). Reimagining higher education during and post-COVID-19: Challenges and opportunities. ResearchGate. https://www.researchgate.net/publication/343553453_Reimagining_higher_education_during_and_post-COVID-19_Challenges_and_opportunities
  72. Nishioka, V. (2019). Positive and caring relationships with teachers are critical to students success. Education Northwest. https://educationnorthwest.org/insights/positive-and-caring-relationships-teachers-are-critical-student-success
  73.  Noble, K. (2022). Individualized education program: Understanding the process and pushing for educators. (CSU) Comprehension. California State University https://scholarworks.calstate.edu/concern/projects/xk81js39s
  74. Parrish, N. (2019). Ensuring that instruction is inclusive for diverse learners. Edutopia.https://www.edutopia.org/article/ensuring-instruction-inclusive-diverse-learners/
  75. Queensford College. (2020, June 11). How to help children with learning disabilities in the classroomhttps://queensford.edu.au/how-to-help-children-with-learning-disabilities-in-the-classroom/
  76. Rasmitadila, R., Rachmadtullah, R, Samsudin, A., Nurtanto M. & Jauhari, M. N. (2022). Limited face-to-face learning on students in inclusive classrooms during the covid-19 pandemic: Perceptions of elementary school teachers in Indonesia. Cogent Education. Volume 10, 2023-Issue 1. https://www.tandfonline.com/doi/pdf/10.10 80/2331186X.2023.2213612
  77. Renard, L. (2020). Using reward systems to motivate students. BookWidgets Interactive Learning. https://www.bookwidgets.com/blog/2017/01/using-reward-systems-to-motivate-students
  78. Republic Act No. 11480 is to amend Section 3 of Republic Act No. 7797 (2020). (https://jur.ph/laws/summary/an-act-amending-section-3-of-republic-act-no-7797
  79. Republic Act No. 11510, An act institutionalizing the alternative learning system in basic education for out-of-school children in special cases and adults and appropriating funds therefor (2020). https://lawphil.net/statutes/repacts/ra2020/ra_11510_2020.html
  80. Republic Act No.10173, Known as the “Data Privacy Act (2012). https://www.privacy.gov.ph/wp-content/uploads/2016/07/updated-draft-July-12-2016.pdf
  81. Saundres, L. (2020). Learning theories: Understanding how people learn. Illinois Library IOPN. https://iopn.library.illinois.edu/pressbooks/instructioninlibraries/chapter/learning-theories-understanding-how-people-learn/
  82. Schrader, J. (2019). 10 skills you need to live a happy life. The complete guide to living a happy life in 2019. https://www.psychologytoday.com/us/blog/click-here-happiness/201901/10-skills-you-need-live-happy-life
  83. Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and face-to-face learning: Hybrid and blended learning approach for COVID-19, post vaccine, & post-pandemic world. Journal of Educational Technology Systems. https://journals.sagepub.com/doi/10.1177/0047239521104 865
  84. Scheiderer, J. (2022). What's the difference between asynchronous and synchronous learning? Ohio State Online. July 27, 2022. https://online.osu.edu/resources/learn/whats-difference-between-asynchronous-and-synchronous-learning
  85. Scispace. (2023, November 9). What is the quality teaching of special education teacher? https://typeset.io/questions/what-is-the-quality-teaching-of-special-education-teacher-rp16er707x
  86. Stearns, C. (2017) How to deal with special needs tantrums. Study.com. https://study.com/academy/lesson/how-to-deal-with-special-needs-tantrums.html
  87. Stenger. M. (2018). 10 ways authentic learning is disrupting education. InformED. https://www.opencolleges.edu.au/informed/features/authentic-learning-disrupting-education/
  88. Stoian, C. E., Farcasiu, M. A., Deagomir, G. M., Gherhes, V. (2022). Transition from online to face-to-face education after covid-19: The benefits of online education from students’ perspective. Sustainability. 14(19), 12812; https://doi.org/10.3390/su141912812.https://www.mdpi.com/2071-1050/14/19/12812
  89. Studentdesk Ims. (2022). Official Statement on the face-to-face classes. https://www.deped.gov.ph/2020/12/15/official-statement-on-the-pilot-implementation-of-limited-face-to-face-classes/
  90. Sudhakar, J. (2018). Great teachers nurture quality, nourish and cherish the learners. LinkedIn. https://www.linkedin.com/pulse/great-teachers-nurture-quality-nourish-cherish-latent-sudhakar
  91. Teaching Channel. (2023, March 1). Special education teacher burnout: Why it happens and what to do about it. https://www.teachingchannel.com/k12-hub/blog/special-education-teacher-burnout/
  92. Tenny, S., Brannan, J., M. and Brannan, G. D. (2022). Qualitative     research. National Library of Medicine. https://www.ncbi.nlm.nih.gov/books/NBK470395/
  93. United Nations Educational, Scientific and Cultural Organization. (2021). Recovering lost learning: What can be done quickly and at scale. https://unesdoc.unesco.org/ark:/48223/pf0000377841
  94. Van Leeuwen, A. (2021). Teachers’ experiences of monitoring their students in online higher education: Recommendations for course design and opportunities for learning analytics. Technology, Pedagogy and Education. https://www.tandfonline.com/doi/full/10.1080/1475939X.2023.2254297
  95. Wahome, C, & McMillen, M. (2023). Operant conditioning: What it is and how it works.  WebMD. https://www.webmd.com/mental-health/what-is-operant-conditioning
  96. Wardany, O. F., & Herlina H. ( 2023). Challenges for special education teachers in           limited face-to-face learning during the Covid-19 pandemic: A survey research.      ResearchGate. https://www.researchgate.net/publication/369428973_Challenges_for_Special_Education_Teachers_in_Limited_Face-to-Face_Learning_During_the_Covid-19_Pandemic_A_Survey_Research
  97. Wilson College. (2023, November 8). What are the benefits of collaboration in special education? https://online.wilson.edu/resources/collaboration-in-special-education/
  98. Winthrop, R. (2020).  Top 10 risks and opportunities for education in the face of Covid-19. Education Plus. April 10, 2020.  https://www.brookings.edu/blog/education-plus-development/2020/04/10/top-10-risks-and-opportunities-for-education-in-the-face-of-covid-19/
  99. Wright, R. (2020, December 31).  Why I prefer face-to-face teaching and learning. Renata Wright ART .https://www.renatawrightart.net/why-i-prefer-face-to-face-learning/
  100. Zaiturrahmi, D, M. (2021). Teachers’ perspective on their teaching professions. Jurnal Real Riset.  Beranda, Vol 3, No1 ISSN:2685-1024, EISSN:2774-7263. http://journal.unigha.ac.id/index.php/JRR

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic