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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]