Special education teachers' narratives of educational disruptions in the time of pandemic

Abstract

This narrative inquiry study explored the educational disruptions narratives of five purposively chosen elementary special education teachers in delivering special education services during the time of the pandemic. An in-depth interview method was employed for data gathering while thematic analysis was utilized to analyze and interpret the data. Results revealed that teachers have encountered varying factors that affect the education system such as availability of resource materials, learner's intellectual capabilities, parent's abilities to teach their child at home, distribution and retrieval of modules, internet connectivity, electric connection, financial crisis, threats of the pandemic, communication, and unemployment. Furthermore, the following major themes emerged from this study specifically, the role of availability and preparation of learning materials; differences in learners’ capabilities; how the educational system is being disrupted; demographic diversity of parents and learners in education; the impact of responsibility, initiative, compliance, and innovation in teaching; adapting to the new reality while addressing covid-19 risks with protocols and vigilance; the synergy of local government and educational institutions; the holistic impact on teachers, parents, and learners; communication strategies for successful learning material distribution and collection; and addressing challenges to internet and electricity accessibility in education. Special education teachers' educational disruptions narratives were due to the pandemic's impact on quality education implementation, unemployment, accessibility of modular materials, transportation crisis, and communication. It is suggested that special education teachers undergo training on module formulation, educational technology use, and the specifics of blended education to deliver quality lessons despite all the challenges brought by the pandemic. It is also recommended that educational institutions underscore the holistic aspects of their constituents by providing any needed support.