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This research determined the predictors of the adaptive behaviour of children with autism who are enrolled in special education centres using a descriptive correlational design. There were 40 children with autism whose adaptive behaviour was assessed in terms of their communication, daily living, social and motor skills using the modified Vineland Adaptive Behaviour Scales (Vineland-3) together with their profile. Data gathered were treated using descriptive and inferential statistics. The results showed that most of the children were males whose average age was 9.6 years who belonged to low-income families and were enrolled in 2 to 3 years. The children had moderately low adaptive skills in all areas of the adaptive behaviour. Moreover, the profiles of the children were not significant predictors of the four adaptive skills being assessed. Thus, it is recommended that other factors may be considered to identify the predictors of the adaptive behaviour of children with autism.

In pursuit of every individual's access to education regardless of one's status in life, the Philippines established special education (SPED) centers to cater to children with special needs. Children with autism are the expected beneficiaries of these centers. This research assessed the impact of parental involvement on the communication skills of children with autism at a SPED center in Cebu City, Cebu, Philippines. Their teachers, regarding their communication skills, assessed 30 children with autism. At the same time, parents were asked to rate their extent of involvement in their child's school activities using survey questionnaires. Different statistical tools were used to treat the data gathered, such as the weighted mean, standard deviation, and Pearson product moment correlation coefficient. Results revealed that parents were involved in the school activities of their children. However, the children had a moderate manifestation of communication skills. It was found that there is a moderate positive significant relationship between the parents' involvement and the communication skills of the children. Thus, teachers are encouraged to design programs for the children that would involve the parents in enhancing the communication skills of children with autism. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This mixed-method research determined the competency level of the life skills of the Learners with special educational needs (LSENs) at identified SpEd Centers in Oroquieta City Schools Division during the COVID 19 pandemic. There were 30 parent respondents, chosen through purposive sampling, evaluated the 46 learners’ life skills performance and gave the challenges they encountered in teaching them. Researcher-made observation questionnaires used underwent pilot testing and passed the validity and consistency test. The quantitative data gathered were subjected to descriptive and inferential statistics. The qualitative data underwent thematic analysis. Findings divulged that in terms of the learners with special educational needs’ (LSENs) profile: nine (9) of whom had learning disabilities and 37 had multiple disabilities, had showed average life skills on nutrition and personal hygiene. The aggregated level of competency of different life skills were: washing of hands independently was done with limitations; brushing the teeth properly was done with limitations; uses spoon in eating/proper eating of finger food was done competently; consuming food-opening and drinking of bottled water was done with limitations. When grouped by its learners’ profile, there was no significant difference on the level of competency of various Life Skills. The challenges encountered by the parents relative to the teaching of Life skills to Learners with Special Educational Needs (LSENs) were: execution of Life Skills, behavior management of the child, and work balance. It was recommended that the module should be continually used and enhanced for the continued benefit of the parents and the learners with special educational needs (LSENs) while distance learning is still in place due to pandemic. [ABSTRACT FROM AUTHOR]

This study determined the extent of parental involvement and parenting behavior in supporting the school-related activities of the learners with special educational needs at the two (2) Special Education centers in the Philippines. There were 45 parent-respondents selected through purposive sampling in congruence with the inclusion and exclusion criteria. The questionnaires used were adapted from Preschool Behaviour Booklet. The data gathered were subjected to Descriptive and Inferential statistics. Findings revealed that in terms of profile, majority of the parent-respondents were high school graduates, had 1 to 3 children, and a monthly income of 9,100 pesos and below. The parents were highly involved in school-related activities to learners with special needs. The level of parenting behaviors was positively favorable to their children with special needs. There were no significant relationships between the profile of the parents and their extent of involvement in school-related activities to their children; and their level of parenting behaviour. It was recommended that the parents should always be supporting their children’s endeavours for these kids to live a good productive life and attain a promising future. [ABSTRACT FROM AUTHOR]

The problem and the aim of the study The Covid-19 pandemic has changed the global educational landscape. It forces the entire students and educators to stay at home and utilize the distance learning mode. This study described the experiences and challenges of school administrators, kindergarten teachers, and kindergarten parents in supporting the kindergarten learners in a blended learning approach of the identified schools in the Districts of Sindangan and Bacungan Zamboanga del Norte, Philippines during the school year 2020-2021. Research methods This study used a qualitative research design through phenomenology in gathering, analyzing, and generating the themes from the data collected. There were 30 respondents of this study who were selected through purposive convenience sampling technique. Results The findings revealed that the stakeholders maintain an optimistic attitude despite their frustrations. They have done utmost dedication and exercised Bayanihan Spirit. However, they also got worried that students may not be acquiring learning at all. Some of the parents personally answer the module instead of just facilitating it for the kids. The parents use positive reinforcement in motivating their sons or daughters to answer the module. The principals, teachers, and parents unanimously acknowledge that blended learning is the most appropriate method while face-to-face classes are still suspended. In terms of challenges encountered, the parents recognize that some are illiterate; they lack the skills and patience in teaching their kids; and lastly, the kindergarten teachers had doubts if the students indeed answered the module's assessment tasks. Conclusion The stakeholders manifested dedication in supporting the kindergarten learners in blended learning approach during the covid-19 pandemic. Nonetheless, they were adamant as to quality learning was attained due to their personal shortcomings as sub-teachers and the credibility and reliability of the answered modules. Therefore, it is recommended that the parents should undergo training to assist their children in their studies while blended learning is still in place. [ABSTRACT FROM AUTHOR]

With growing technological advancements, demands for the industry with skilled and equipped workforce are proportionately rising. While this match between curricular offerings in academia and needs in the industry has been addressed in many countries across the globe through initiatives such as the K-12 educational system, some countries like the Philippines have only started its adoption. In the Philippines' early adoption of the K-12 educational system, several concerns have been raised regarding its implementation, mainly, the mismatch between coursework offered in Philippine K-12 educational institutions with industry demands. With such outcomes, it is necessary to determine the status of the K-12 educational system in the Philippines. This paper attempts to shed light on such concerns by evaluating the performance of the K-12 students using a standardized approach. The Scholastic Abilities Test for Adults, a standardized test for measuring the academic competence of adults, is used in this study to measure scholastic abilities. The descriptive analyses made in this paper may aid in the development of more robust strategy frameworks for positioning the current K-12 educational system to global and industry demands. Moreover, the results obtained in this study would aid stakeholders in overseeing strategies that would address current gaps in the K-12 educational system of the country. [ABSTRACT FROM AUTHOR]