1. DEBESMSCAT, Masbate State College, Philippines.
2. DEBESMSCAT, Masbate State College, Philippines.

*             Correspondence: maekristinegmoran29@gmail.com

Keywords: special education teachers, learners with special educational needs

1. INTRODUCTION

The role of teachers in shaping the lives of students through quality education is crucial. However, due to the COVID-19 pandemic, the educational landscape has undergone significant changes, and the Department of Education (DepEd) in the Philippines has implemented a new mode of instruction called Modular Distance Learning [1]. This mode of learning utilizes self-learning modules (SLMs) in print or electronic format, containing various tasks and learning activities anchored to the most essential learning competencies set forth by DepEd [2]. The COVID-19 crisis has forced most education systems to adopt alternatives to face-to-face teaching and learning, with many moving activities online to enable instruction to continue despite school closures [3]. The shift to modular distance learning has presented numerous challenges for school personnel in delivering basic quality education [4]. In response, the DepEd leadership has been seeking solutions and capacitating teachers and school heads to become more effective in this new mode of learning. An author [4] stated that teaching personnel and Education Program Supervisors in the Philippines have been preparing modules since May 2020 for all subjects and grade/year levels following the Most Essential Learning Competencies. These self-learning modules include pre-tests, discussions, and evaluation/assessment and are distributed to all learners along with the modular learning class schedule [5]. Public school teachers in the Philippines have been following this instructional modality. Teachers play a vital role in the continuous delivery of quality education amid the pandemic. According to [6], teachers are highly aware of the presence and consequences of the COVID-19 pandemic. Despite the threats, they continue to serve by formulating modules as a learning guide for students [7]. Teachers have become facilitators in the development of their students, both as members of their community and society [8]. However, teachers have also been confronted with numerous problems in discharging their duties and responsibilities in delivering instruction amidst the COVID-19 pandemic [9,10]. An author [11] stressed that teachers have experienced a myriad of problems with modular distance learning. As front liners in the educational system, they have undergone various training and seminars to be better equipped in delivering education amid the COVID-19 pandemic [4]. This situation is unlikely to ease soon, and teachers must adapt and strategize to cope with the various challenges associated with the new mode of learning [12]. Although several studies have examined the challenges and coping strategies of teachers in implementing modular distance learning [3,5,13].  The COVID-19 pandemic is first and foremost a health crisis. It has caused a lot of changes in the world – not just in economy and business, but also in education. Many countries have decided to close schools, colleges, and university. In the Philippines, the Department of Education whose roles are to ensure equal access to education and to promote educational excellence throughout the nation, emphasized that education must continue amidst this health crisis. As one of the Department of Education’s short- and long-term strategies, Secretary Leonor M. Briones introduced the Basic Education – Learning Continuity Plan (BE-LCP) as a guideline for the department to provide quality basic education during the Corona Virus Disease – 2019 (COVID-19) pandemic while ensuring the health, safety, and welfare of all DepEd students, instructors, and staff. In the first Ministerial Policy e-Forum of the Southeast Asian Ministers of Education Organization (SEAMEO), Briones stressed that the first principle that they (DepEd) adhered to and committed to, in compliance with the President’s directive, is to protect the safety, health and well-being of the learners, teachers and personnel and to prevent further transmission of COVID-19 while ensuring learning continuity. She highlighted that education must continue. While figuring out how to keep education going amid the crisis, the BE-LCP has been designed with a legal framework responsive to the ‘new normal’, keeping in mind the constitutional mandate to always uphold the right of all citizens to quality education. In line with this, schools can use one or a mixture of the following learning delivery modes, depending on local health circumstances, resource availability, and the context of the learners in the school or community, including Distance Learning. This is a learning method in which the teacher and the students are separated geographically during instruction. Distance learning modality, as cited by [14], is “all deliberate and planned learning that is directed or facilitated in a structured manner by an instructor separated in space and/or in time from the learners”.  An author [15] provided the most comprehensive description of distance education and training, and he claims that these are the outcome of the technological separation of instructor and learner, which relieves the student of the need to travel to “a set place, at a fixed time, to meet a fixed person, in order to be educated”. Based on these criteria, we can see that the learner and instructor are separated by space, but not necessarily by time. Compressed video transmitted in real time is one example of this. As stated, live video instruction is the most popular kind of distance learning today. It is also noted in the paper of Shuck and Lambert that there are three distinct stages in this change of teaching modality for special education teachers: making contacts, establishing routines, and transitioning to academics. This may not be easy to both teachers and parents at home, but their support and guidance play a significant role to facilitate education for students with special educational needs.  However, this shift of education policy is a great challenge to special education (SPED) teachers and learners with special educational needs (LSENs) who often benefit from face-to-face interactions, teacher modelling and the use of physical management. Furthermore, the use of modern technologies poses another challenge to every learner who has no access to internet connection and cannot afford to have any technological means. Perhaps, this could be the reason why most schools in the Philippines, particularly in the province of Masbate, preferred printed-modular distance learning modality instead of online-based instruction.

2. MATERIALS AND METHODS

The study used the qualitative method of research. Phenomenological approach was utilized to study the special education teachers’ lived experiences during COVID-19 pandemic. This method described and interpreted the meanings of experiences, including the challenges faced and strategies employed which are related to professional practices of SPED teachers in implementing distance learning modality while facing a global health crisis. This study focused on the challenges encountered and strategies employed by special education (SPED) teachers of Jose Zurbito Sr., Elementary School (JZSES) in the Schools Division Office of Masbate City implementing distance learning modality, along delivery instruction, learning resources, distribution and retrieval phase, and coaching parents at home. It used an unstructured interview questionnaire as a tool to analyze and interpret the data gathered. Questions were formulated based on the objectives of this paper. To assure data accuracy, the researchers submitted the questionnaire to their trained researched adviser before giving it to the respondents. And to build transparency and reliability from the experiences of the SPED teachers during the pandemic, the researchers obtained consent from the school principal and the faculty of SPED through a request letter with the attached interview questionnaire. The study and the respondents set a date for the recorded limited face to face interviews. The researchers transcribed their answers, coded their transcripts to generate its theme, using the phenomenological approach. Interview procedure included five main questions with four sub-questions, concerning the following topics: experiences in instructional delivery, problems in getting learning resources, the distribution and retrieval, the need of parents to have teaching-assisted practice, and assistance needed by the SPED teachers. The phenomenological theory was the main approach used in the study. It described the lived SPED teachers’ experiences in the pandemic era. The purpose is to gather the individual experiences of this phenomenon for the world to understand its importance thus a “grasp of the very nature of a thing” [16]. Another analysis used was the reliability techniques which includes the recording of verbatim field notes and a video recorder for accuracy. Furthermore, Moustakas’s method of inductive data analysis was also used wherein the raw data was utilized to develop the themes through interpretations made by researchers. After, each individual videos and transcripts were viewed and read as many times as necessary just to immerse the researchers in the data. All transcripts were read again to highlight the key concepts. After initial immersion, the following steps were followed:  Horizontalization was performed by giving each statement equal value and importance and properly coding them. Reduction and elimination of statements that were not in line of the experience was performed to determine the invariant constituents of the experience. This process is asking further questions to determine the importance of the experience for the researchers to decide whether it could be abstracted and labelled. Clustering was used to group together related experiences in each category and was given a thematic label. Final identification of these themes was performed by rereading the complete transcripts for finalization. These themes were used to construct individual and overall context of the experience.

3. RESULTS AND DISCUSSION

The utilization of blended learning or a ‘face-to-face with any or a mix of online distance learning, modular distance learning, and TV/Radio-Based Instruction’, as defined by the Department of Education during this time of pandemic, is the emergent theme among 5 special education teachers in the Schools Division Office of Masbate City. An author [17], described that blended learning has grown in popularity as a kind of e-learning, and is particularly well suited to the process of transitioning from conventional modes of education to e-learning. However, according to the study conducted by [18], that there were no substantial changes in reading achievement that could be ascribed entirely to the use of blended learning in special education groups. Nonetheless, 60% of the teacher-respondents preferred that blended learning is the most appropriate distance learning modality to be utilized for their learners with special educational needs during these trying times, as we are all facing COVID-19 health crisis. It is supported by [20] that the growth of blended learning at the University of Central Florida is cited as a model, and evidence gathered over sixteen years shows that blended learning may result in good institutional transformation with adequate support and preparation. All of the SPED teachers responded in one theme: the instructions are being given through the use of modern-day devices. “I give instructions to my students through text, call, and messenger. I utilize almost all forms of communication just to make sure that the instructions/message are understood.” (S3) A statement provided by one of the respondents strengthens the importance of technology in this trying times. Teachers are using all forms of modern communication including phone calls and text messages, and internet-driven devices and applications such as Facebook Messenger and other social media platforms. Through these advanced machineries, communicating with students, especially when giving instructions and other related learning tasks, pave a way to make teaching-learning processes during this pandemic become less stress and easier. As enumerated by [19] that technology has advantages and one of which is it improves group cooperation by allowing students and professors to communicate with one another through chatting, phone and video conferences, interactive TV, and virtual classrooms while also removing physical barriers. Learners are more engaged in learning and interaction activities [20]. “Instructions given are short and direct to the point to make sure that the desired output/result/objective for the particular activity will be achieved by the learner. In terms of signing, I make sure to first teach the parents on how to sign the images on the LAS so they could teach the child the correct way of signing at home” (S2). The above-mentioned statement narrates the plight of SPED Teachers in giving instructions to learners with special educational needs (LSENs), especially those who are deaf. Henceforth, only sign language (SL) could assist these group of students. Thus, in order to deliver the precise instructions to students, teacher would first teach the parents the basic sign languages. This scenario is not the result of students’ having hearing losses; it is the result of how and what we teach them. We can only maximize deaf children’ educational prospects if we completely comprehend how they learn and what they truly grasp from various communication modalities—as well as the interplay between the two [21]. Furthermore, all respondents’ answers emerged with one single theme: parents, guardians, and caregivers are of great help in the delivery of lessons during this tough time. “Since the majority of our parents have participated in the project, which is led by the SPED teachers, we are confident that they will be able to better assist their children” (S5). The statement presented above emphasizes the vital roles of parents, guardians, and caregivers in aiding the education system in delivering quality education through the implementation of distance learning. Requesting parents to take photos, and record videos, and other forms of documentation is the emergent theme in the sped teachers’ responses. “I ask the parents to take a video of their kids while performing the task so that I can evaluate their learning performances and assess if the competencies are achieved” (S1). This simply implies that teachers can also evaluate the student’s learning using modern equipment like cameras and video recorders. It helps them to assess the growth and development of their students through the presented pictures and videos. During this trying time, technology has made its way to help teachers in doing their jobs as educators in tracking the performances of their learners and apply remediation if there is a demand. Moreover, sped teachers detailed that if the submitted outputs were answered correctly with the guidance of parents and the learning competencies were achieved, the feeling of satisfaction cloaked them. Materials from Transition Curriculum emerged as the theme in the sped teachers’ responses: “I refer and based my learning materials from our transition curriculum” (S2). An author [22] introduced the Philippine Model of Transition, which focuses on enabling each unique learner to participate in community activities and work. Participants in the program are expected to participate fully, be empowered, and be productive. Daily living skills, personal and social skills, and occupational counselling and preparation are the vital curricular domains in the transition program. Moreover, another theme emerged: “Last year I have been using self-learning modules and learning activity sheets which were develop to address the educational needs of the pupils and some of them I got from the internet from the other regions” (S4). This theme proves that learning resources varies for every learner with different special educational needs. Thus, some of them utilize self-made learning supplies and at the same time use the modules provided by the Department of Education – Regional Office (Bicol Region). In the realm of special education, curriculum development is considerably diverse. Because of the nature and demands of special learners, the process must be adaptable to any changes, revisions, or variations in the curriculum [23]. This is the very reason why [24,25] had proposed a curriculum framework for the Transition Program Curriculum. It consists of five learning areas: Livelihood, Academic, Enrichment, Prevocational, and Care. All of these learning areas are intended to assist and prepare Filipino students. Learners with exceptional needs must be able to engage in business, continue their education, or live productive lives. This framework may be used to plan and construct special education curriculum for the Philippines’ K to 12 basic education systems. 60% of the special education teachers confirmed that learning materials and other educational resources are available in their school. However, these are limited. This conforms to the statement given below: “Yes, the learning materials are available, but it is also limited. For example, we have limited books and resources for FSL so what I do is search online for downloadable pictures and videos. Then I make my own short video for the learner to study” (S2). This has become the dilemma that most teachers are facing amidst COVID-19 health crisis. Indeed, learning materials are available, yet it cannot hide the fact that these are on its limited copies. Thus, teachers tend to reproduce other copies that would cater the number of their learners. In the context of the learning materials needed in the teaching-learning process, the theme emerged is teachers purchase the educational tools from their own pocket. “Some materials were purchased and provided if we do have available SPED fund/MOOE but in most cases since we are the ones who make the learning materials it also comes from our own pockets” (S2). This was proven true through a study conducted by [26] in South Texas schools of Region II, United States of America. According to the findings, respondents who were personally questioned stated that a lack of enough resources, along with the requirement of utilizing out-of-pocket money to complete their teaching obligations, produced a significant level of irritation, leading to burnout in some teachers. Nonetheless, schools and other stakeholders like the parents, community and local government units are providing them with the required educational supplies and learning resources. “and for the community we were able to tap the line agencies of the government like the persons’ with disabilities affairs office and they’ve been helping us since then” (S4). This strengthens the cooperation and participation of the external stakeholders and the school management team. Also, with their help, it his has facilitated the school’s development. “If the competencies are met by providing correct answers or completing the tasks in the given activity. Also, if the skill learned is being applied in the day-to-day routine…” (S2) Special education teachers reckoned that the efficiency and effectiveness of learning materials can be measured when the learning competencies are met, and lesson objectives are achieved by the learners. They believed that once the skill is learned, and the learner applies it every day, there is a success in the teaching-learning process and the learning materials are effective and efficient. This finding is supported by Open Learn Create. This online educational platform believed Learning resources can help learners achieve greater success by assisting them in their learning. An educational video, for an instance, may bring fresh insights to a student, while an appealing worksheet may provide new opportunities to practice a new skill learned in class. This method facilitates learning by enabling the student to explore the knowledge on their own while also offering repetition. All learning resources, regardless of kind, have a purpose in student learning. All special education teachers responded in one theme, the distribution of learning modules and retrieval of answer sheets are being held every Thursday of the week. This is the fixed schedule given to parents for them to get the self-learning modules (SLMs) and to submit the answer sheets. “The schedule of distribution and retrieval is every Thursday morning. They fill up the distribution/retrieval form, get the LAS, return the previous LAS and they are given instructions for the following week” (S3). Based on the Regional Memorandum No. 51 s., 2020 entitled, “Guidelines on the Distribution and Utilization of the Regionally Developed Self-Learning Modules (SLMs)”, paragraph no. 1 states that pursuant to the Department of Education Order No. 12, s. 2020 (Adoption of the Basic Education Learning Continuity Plan for School Year 2020-2021 in Light of the COVID-19 Public Health Emergency), specifically on the provision of access to appropriate, quality learning resources, DepEd Region 5 through the Curriculum and Learning Management Division (CMLD) initiated the development of contextualized Self-Learning Modules (SLMs) which aim to provide learners with a basic material for continuity of learning. “I have learned to accept changes, new routines and new set-ups” (S3). Special education teachers perceived that accepting change and the things that grow with it should be embraced to move forward and to continuously deliver quality education amidst COVID-19 pandemic. Although this health crisis brought paradigm shift in the education sector, they strongly believed that teachers should be flexible enough to cope up from the changes it caused. Since face-to-face classes are not yet allowed, SPED teachers become accustomed to new normal, and become familiar with the distance learning modality. “Actually, since the beginning of the pandemic, it has been a really difficult year for us special education teachers. However, for our students we will try our best to provide what is best for them.” (S5) The above-mentioned statement is a good manifestation of a committed teacher walking his pledge. The emergent theme in this item is the attitude of parents, guardians, and caregivers which is ‘Ninga’s cogon’ mentality. “Some of the parents practice “Ninga’s cogon” especially early months of this school year.” (S1) The word “Ninga’s cogon” is really a Filipino idiom that defines someone who is only good at the beginning of whatever they are doing. Ninga’s Cogon is the attitude that begins anything with zeal and passion, then lose interest and abandon it within a short period of time. It is leaving things unfinished. Moreover, another emergent theme is parents not frequently showing up every distribution and retrieval schedule. “Well, there are parents who come back 2 weeks after the return of LAS or sometimes not at all” (S3). This poses another challenge in the implementation of distance learning under the Basic Education – Learning Continuity Plan (BE-LCP) of the Department of Education in the light of COVID-19 emergency crisis “I do some visitation to parents who haven’t showed up consecutively during distribution” (S2). “We conduct home visitation and interview the parents to determine why they are unable to visit the school to get the modules” (S5). The theme emerged is conducting home visitation when parents were unable to be in the school to get the modules and submit the answer sheets. This has been one of the strategies they employ answering the challenge along distribution and retrieval. By linking families to programs, supports, and resources, home visiting has long been an important part of meeting the needs of young children. Home visits, who are usually instructors, form bonds that go beyond parenting and child development [27]. Also, [28], suggested that the school system’s teacher home visit program positively impacts students’ academic and behavioral functioning in school. Students who have received a teacher home visit through the school system’s program had significantly higher academic achievement, as well as motivation, when compared to similar school system students who did not receive a teacher home visit. Another respondent added: “(I) communicate with parents or guardians through phone call and other platform” (S1). To assist student development, teachers attempt to form partnerships with parents. Strong communication between home and school is essential to this relationship and the development of a feeling of community. Teachers must continue to grow and enhance their abilities in order to optimize successful communication with parents in these changing times. This is supported by [29] in their study. They found out that frequent teacher–family communication immediately increased student engagement as measured by homework completion rates, on task behavior, and class participation. Communication is tantamount to education is the theme common among five respondents. It shows that G.G. Brown is correct when he says that: “Communication is transfer of information from one person to another, whether or not it elicits confidence. But the information transferred must be understandable to the receiver.” When we are given information and do accordingly then there is learning. The result showed a 100% or five out of five respondents, used text message, call, FB Messenger or video call to communicate to the parents of their LSENs, to make the parents understand and to explain further the activities and instructions of the modules as well as to receive feedback from the parents if their students are doing it correctly and properly. “I communicate with my parents through text, calls and chat messages or during their time to get the module. We communicate as often as needed.” (S2) “Through online classes and parents taking videos of their children while doing the SLMs. I also conduct home visitation.” (S4) Communication, a humanizing process said George Gerbner in his journal “A Theory of Communication and its Implications for Teaching” which all the teacher-respondents are doing to their LSENs and their parents. There are teachers teaching learners with difficulty in hearing, in remembering and concentrating while some are teaching children with autism, difficulty in communication, remembering, and concentrating. In constructivist theory, teachers are facilitators of learning, but because of pandemic, an ideal situation occurs wherein the parents/guardians are hands-on in the learning process of their children. It is during this time that you can see and feel the collaboration of teachers and parents for continuity of learning of their children. Here it is not only the teachers who are the facilitators but also the parents as well. An author [30] explained that “teacher preparedness refers basically to the specific program which helps the teacher in developing quality and effective strategies in teaching and learning process”. This kind of program is lacking in parents. The common theme that presented in the result is the inexperienced of the parents in teaching LSENs which sped teacher 1 (S1) mentioned. The teacher-respondents understood the flight of the parents that it will be difficult for them to teach their children at home. Teaching students with special educational needs, needs more effort in communicating to the teachers since most parents are not trained or equipped to teach LSENs. “Some of them (parents) are not prepared but they are willing to assist their children through the guidance that we gave them.” (S1) However, the study also observed that the parents tried their best in delivering the lessons. But still it is a fact that sped teachers are more experience in managing LSENs and in their case they have been teaching in sped school for four to twelve years already. Experience is the best teacher according to Dewey’s Learning by Doing. Dedicated and committed teachers are what we need in this pandemic and these sped teachers are worthy of emulation. “Establish the parents-teacher partnership and trainings for the parents on how to control their children.” (S4). During giving of feedback, the teachers knew that parents are not equip to manage well the learning of LSENs so sped teachers give more time and more follow-ups to the parents in elaborating the instructions. Sometimes they teach the parents how to do it properly. In this way they are already educating the parents in an informal setting. Each teacher is handling different LSENs thus their approach to each student is different. Two themes emerged here: LSENs have coped-up to the new normal; and the difficulty when there is no presence of a teacher. “Considering the nature of our LSENs I can say that they have coped-up.” (S3) “They find it difficult to clarify a query because there is no immediate response from the teacher since the teacher is not physically present. They can’t also ask the parents because they do not know especially in signing (sign language).” (S2). According to psychology coping-up or adjustment is the behavioral process by which humans and animals maintain equilibrium among their needs or between their needs and obstacles of their environments. This might be what the students of sped teacher 2 (S2) is doing since she is handling 7-23 years old LSENs and this is already the second year in adjusting to this new normal. While three out of five said that their LSENs are having difficulty without their teacher. In social learning theory of Albert Bandura, he stated that people learn and imitate behaviors they have observed in other people. Dealing with LSENs is what the teachers are trained to do and LSENs mostly observe and imitate their teachers, especially in sign language. “Funds for communication expenses.” (S5) The common theme for instructional delivery is “fund” with a 100% score as what sped teacher 5 (S5) stated since he is handling children with down-syndrome. Every public school has its MOOE (Maintenance and Other Operating Expenses), thus making special education and internet connection program, part of the computed budget of MOOE. Since we are in pandemic era teachers and parents put more budget in connectivity for the learning of their children. Without a good connection and a good gadget there will be a hindrance to learning. It is a given fact that we have a poor internet connection in the province of Masbate. However, we rely so much to internet connectivity and it is our major tool these days to learn. With this reality, the respondents’ result for the theme of learning resources is more references or materials for SPED which got four over five. “Additional resources and references to learning materials.” (S2) “SLMs (self-learning modules)” (S5) Lastly, for distribution and retrieval phase the theme is having equipment to comply with the health protocols got three over five, while others chose funds to buy the equipment and to assist the parents. “Alcohol dispenser” (S5) “Maybe the financial assistance for the parents when it comes to their fare because there are some instances that could not come because they do not have money.” (S4) School is part of the community and to show support for the education of the children, stakeholders and school should be partners in raising a young mind to become a better and productive individual in the society. Functionalist says that, it is through education that equips people to perform different functional roles in society. The school itself cannot stand alone without its stakeholders. With the fact that the school funds could not cater all the needs of its teachers and learners with special educational needs, it basically requires strong bond and consistent assistance of stakeholders. Hence, it needs its feet to continue moving forward.

4. CONCLUSION

The COVID-19 pandemic is first and foremost a health crisis. It has caused a lot of changes in the world – not just in economy and business, but also in education. Many countries have decided to close schools, colleges, and university. In the Philippines, the Department of Education whose roles are to ensure equal access to education and to promote educational excellence throughout the nation, emphasized that education must continue amidst this health crisis. This study dealt on the distance learning: lived experiences and challenges faced by sped teachers in Masbate during covid-19 pandemic. Specifically, it sought answers on the challenges encountered, strategies employed, and assistance needed by SPED Teachers. The data were treated and analyzed thematically which asserted the following findings:  No physical interaction between teacher and student lessens the teaching-learning process.  Lacking SPED learning resources and materials forces teachers to purchase such using their own money.  Inactive participation of parents during distribution and retrieval schedule hinders the delivery of timely, relevant, and quality instruction to LSENs. (4) Knowledge insufficiency of parents to SPED practices hampers lesson integration. The most common strategies employed by SPED Teachers include steering orientation and remediation conferences to parents, making self-made learning materials, conducting home visitation, and frequent communication with parents and LSENs. Sufficient fund, adequate supply of learning materials, strong support from stakeholders, and capability training to parents are the assistance needed by SPED teachers. Furthermore, SPED teachers need sufficient fund, adequate supply of localized, contextualized, and indigenized instructional and learning materials addressing difficulties and disabilities of learners, strong support from stakeholders (parents, community, LGU, and school), and frequent and regular capability trainings to parents, guardians, and caregivers (virtual and limited face-to-face). This study successfully surfaced the lived experiences, challenges, and strategies employed by special education teachers in Masbate City Division implementing distance learning during COVID-19 pandemic. Upon interviewing 5 SPED teachers, the following are the salient findings: As to the challenges faced, the following are the conclusions drawn: (1) No physical interaction between teacher and student lessens the teaching-learning process. (2) Lacking SPED learning resources and materials forces teachers to purchase such using their own money. (3) Inactive participation of parents during distribution and retrieval schedule hinders the delivery of timely, relevant, and quality instruction to LSENs. (4) Knowledge insufficiency of parents to SPED practices hampers lesson integration. Moreover, the strategies commonly employed by SPED teachers in implementing distance learning during COVID-19 includes:  In the delivery of instruction, SPED teachers conduct orientation every distribution time, and remediation conferences to parents every retrieval. Also, they utilize the modern devices to communicate with their learners and parents. To alleviate the burden on lacking SPED learning resources, teachers made their own learning materials; modified others to appropriately suit to the needs of learners with special educational needs. SPED teachers conducting home visitations is their answer every time parents tend not to visit the school to get the modules for their students and submit answer sheets during distribution and retrieval timetable. Frequent communication with parents and LSENs helps the parents, guardians, and caregivers to assist the learner with the appropriate SPED learnings and practices that a child needs. Furthermore, SPED teachers need sufficient fund, adequate supply of localized, contextualized, and indigenized instructional and learning materials addressing difficulties and disabilities of learners, strong support from stakeholders (parents, community, LGU, and school), and frequent and regular capability trainings to parents, guardians, and caregivers (virtual and limited face-to-face)

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