Lived Experience of Special Education Teachers in Quaranteaching
DOI:
https://doi.org/10.22161/jhed.4.3.20Abstract
The closure of schools is one of the most significant impacts of the COVID-19 pandemic. Teaching during the quarantine period presented unique challenges to special education teachers (SPED) who teach students with additional learning needs. This study described the lived experiences of special education teachers while teaching during the quarantine period using the qualitative phenomenology approach. Based on the findings of the study, the success of SPED teachers is defined by active communication and collaboration which help realize the implementation of quarantine teaching and learning. Moreover, four themes emerged for the challenges of SPED teachers, which include: lack of sufficient attention, support and resources from the administration; special education teachers’ technological skills must be improved; special education teachers encountered emotional flounders and uncertainties; and constraints in monitoring and assessing students’ learning and progress. Finally, the coping mechanisms of the SPED teachers are described in two themes: special education teachers adapt practices in the new teaching dynamics and special education teachers develop stress management strategies. Administrators should devise a strategy and distribute adequate funds to meet the needs of the SPED teachers and students in this era of quaranteaching.
Downloads
References
Alferez M. (2022). Self-Learning Modules as New Normal Supplementary Materials. DepED Camarines Norte.Retrieved from: http://depedcamnorte.ph/web/index.php/articles/academic/42-self-learning-modules-as-new-normal-supplementary-materials
Anderson, L., Stevens, D., Prawat, R., & Nickerson, J. (1988). Classroom Task Environments and Students' Task-Related Beliefs. The Elementary School Journal, 88(3), 281-295. Retrieved from: http://www.jstor.org/stable/1001957
Asbury, K.; Fox, L.; Deniz, E.; Code, A.; Toseeb, U. Brief Report: How Is COVID-19 Affecting the Mental Health of Children with Special Educational Needs and Disabilities and Their Families? J. Autism Dev. Disord. 2020. [CrossRef]
Beteille, T. (2020). Supporting teachers during the COVID-19 (coronavirus) pandemic. World Bank Blogs. Retrieved from: https://blogs.worldbank.org/education/supporting-teachers-during-covid-19-coronavirus-pandemic
Boholano, H. & Jamon, B. (2021). (PDF) Teachers Lived Experiences In The New Normal In Philippine Public Schools: A Phenomenology. ResearchGate. Retrieved from: https://www.researchgate.net/publication/350276047_Teachers_Lived_Experiences_In_The_New_Normal_In_Philippine_Public_Schools_A_Phenomenology
Chang, I. H. (2012).The effect of principals' technological leadership on teachers' technological literacy and teaching effectiveness in Taiwanese elementary schools. Journal of Educational Technology & Society, 15(2), 328-340
Culp, B. (2006). Management of the physical environment in the gymnasium and classroom: It’s not that different. ResearchGate. Retrieved from: https://www.researchgate.net/publication/263444798_Management_of_the_physical_environment_in_the_gymnasium_and_classroom_It%27s_not_that_different
Dayagbil, F., et al., (2021). Teaching and Learning Continuity Amid and Beyond the Pandemic. Frontiers in Education. Retrieved from: https://www.frontiersin.org/articles/10.3389/feduc.2021.678692/full
Dietrich, N., et al. (2020). Attempts, Successes, and Failures of Distance Learning in the Time of COVID-19. Journal of Chemical Education, 97(9), 2448–2457. Retrieved from: https://doi.org/10.1021/acs.jchemed.0c0071
Gammon, C. (2021). 3 Ways to Use Communication to Improve Collaboration in Your School. Bloomz.com. Retrieved from: https://www.bloomz.com/blog/3-ways-to-use-communication-to-improve-collaboration-in-your-school#:~:text=Effective%20collaboration%20can%20increase%20understanding,can%20share%20ideas%20and%20concerns
Glessner, M. M., & Johnson, S. A. (2020). The Experiences and Perceptions of Practicing Special Education Teachers during the COVID-19 Pandemic. The Interactive Journal of Global Leadership and Learning, 1(2). Retrieved from: https://red.mnstate.edu/ijgll/vol1/iss2/46
Hammond L. D., et., al. (2017). Effective Teacher Professional Development. learningpolicyinstitute.org. Retrieved from: https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_Professional_Development_BRIEF.pdf
Hande, H. S., Kamath, S. R. & D’Souza, J. (2014). Students’ Perception of Effective Teaching Practices in a Medical School. Education in Medicine Journal 6 (3) 63-66
Hester, O., Bridges, S., and Rollins, L., 2020. ‘Overworked and Underappreciated’: Special Education Teachers Describe Stress and Attrition. [online] Taylor and Francis Online. Retrieved from: https://www.tandfonline.com/doi/abs /10.1080/13664530.2020.1767189
Hunt, G. H., Touzel, T. J., & Wiseman, D. G. (2009). Effective Teaching: Preparation and Implementation. Springfield, Illinois, Charles C. Thomas Publisher, Ltd. [CrossRef]
Iivari, N. (2020). Digital Transformation of Everyday Life - How COVID-19 Pandemic Transformed the Basic Education of the Young Generation and Why Information Management Research Should Care?. ResearchGate. Retrieved from: https://www.researchgate.net/publication/342497379_Digital_transformation_of_everyday_life_-_How_COVID-19_pandemic_transformed_the_basic_education_of_the_young_generation_and_why_information_management_research_should_care
LaLonde, C. (2020). Moving from collaboration toward transformative teaching. In V. Ritland, Transformative education: Relationship-based collaboration with parents and colleagues (2nd ed. pp. 77-88). Kendall-Hunt Publishing. [CrossRef]
Lehrl, S., Evangelou, M. & Sammons, P. (2020). The home learning environment and its role in shaping children’s educational development, School Effectiveness and School Improvement, 31:1, 1-6, DOI: https://doi.org/10.1080/09243453.2020.1693487
Llego M. (2020). DepEd Learning Delivery Modalities for School Year 2021-2022 by Mark Anthony Llego. TeacherPH Professional Learning Online Community if Teachers and For Teachers. Retrieved from: https://www.teacherph.com/deped-learning-delivery-modalities/#comment-38281
Long, C. (2021). What COVID-19 Taught US About Special Education. [online] NEA Today. Retrieved from: https://www.nea.org/advocating-for-change/new-from-nea/what-covid-19-taught-us-about-special-education
Malipot, M., (2020). DepEd addresses challenges in Special Education under ‘new normal’. [online] Manila Bulletin. Retrieved from: https://www.google.com/amp/s/mb.com.ph/2020/07/03/deped-addresses-challenges-in-special-education-under-new-normal/%3famp
Norazami, M. et. al. (2021). The Nature of Special Education Teachers Post COVID-19 Pandemic: A Brief Study From the Field. International Journal of Aquatic Science. Available at: https://pesquisa.bvsalud.org/global-literature-on-novel-coronavirus-2019-ncov/resource/pt/covidwho-1326516?lang=en
Omar, R., et al. (2018). Importance of Teachers’ Competency through Students’ Perception in Relationships between Parental Involvement and Motivation with Students’ Achievement. ResearchGate. Retrieved from: https://www.researchgate.net/publication/330001392_Importance_Of_Teachers'_Competency_Through_Students'_Perception_In_Relationships_Between_Parental_Involvement_And_Motivation_With_Students'_Achievement
Pajarianto, H., et. al. (2020). Study from Home in the Middle of the COVID-19 Pandemic: Analysis of Religiosity, Teacher, and Parents Support Against Academic Stress. 2020 International Research Association for Talent Development and Excellence. Retrieved from: https://www.researchgate.net/profile/Puspa-Sari-3/publication/341805032_Study_from_Home_in_the_Middle_of_the_COVID-19_Pandemic_Analysis_of_Religiosity_Teacher_and_Parents_Support_Against_Academic_Stress/links/5ed5926f299bf1c67d326545/Study-from-Home-in-the-Middle-of-the-COVID-19-Pandemic-Analysis-of-Religiosity-Teacher-and-Parents-Support-Against-Academic-Stress.pdf
Rastamilda, et al., (2020). The Perceptions of Primary School Teachers of Online Learning during the COVID-19 Pandemic Period: A Case Study in Indonesia. Researchgate. Retrieved from: https://www.researchgate.net/profile/Achmad-Samsudin/publication/342694914_The_Perceptions_of_Primary_School_Teachers_of_Online_Learning_during_the_COVID-19_Pandemic_Period_A_Case_Study_in_Indonesia/links/5f011f05a6fdcc4ca44e64f3/The-Perceptions-of-Primary-School-Teachers-of-Online-Learning-during-the-COVID-19-Pandemic-Period-A-Case-Study-in-Indonesia.pdf
Scales, R. 2009. Teaching Adaptations as they are related to Academic Task and Student Engagement. Greensboro. Retrieved from: https://core.ac.uk/reader/149230536
Schuck, R. K. & Lambert, R. (2020). "Am I Doing Enough?": Special Educator's Experiences with Emergency Remote Teaching in Spring 2020. Retrieved from: https://www.researchgate.net/publication/346724506_Am_I_Doing_Enough_Special_Educators'_Experiences_with_Emergency_Remote_Teaching_in_Spring_2020
Srinivasacharlu, A. (2019). “Continuing Professional Development (CPD) of Teacher Educators in 21st Century.” Shanlax International Journal of Education, vol. 7, no. 4, 2019, pp. 29–33. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1245169.pdf
Stadler-Altmann, U. (2015). Learning Environment: The Influence of School and Classroom Space on Education. ResearchGate. Retrieved from: https://www.researchgate.net/publication/282348767_Learning_Environment_The_Influence_of_School_and_Classroom_Space_on_Education
Vaughn, S., Bos, C. S., & Schumm, J. S. (2000). Teaching exceptional, diverse, and at-risk students in the general education classroom (2nd ed.). Odu.Edu. Retrieved from: https://www.odu.edu/content/dam/odu/col-dept/cdse/docs/4-classroom-routines.pd
Weinstein, C. S., Romano, M. E., & Mignano, A. J. (2015). Elementary classroom management: Lessons from research and practice (6thEd.). New York, NY: McGraw-Hill. [CrossRef]
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
