Online distance learning for students with special needs

Janet Dalusung Barredo

Recently, former education secretary Bro. Armin Luistro called for face-toface classes among learners with special education needs, or LSENs, despite the pandemic. He said that Sped should continue and it has to be face-to-face as there are only a few students and they need equipment and special teachers in the schools. Barangay (village) leaders and DepEd should work together on it,”Luistro told the Philippine Center for Investigative Journalism's Winona Sadia.

But parents and some Sped teachers said this was easier said than done, even as the recommendations are correct but the protocols should be studied to prevent kids from infecting one another. LSENs are more vulnerable, was the contention.

Thus, Genevieve Caballa, executive director of the Alternative Learning Resource School Philippines (ALRES-Phils) – a school offering Sped and therapy programs – said she would rather stick to distance learning, cautioning against resuming face-to-face classes for LSENs.

She said that many of LSENs are immunocompromised, so they are more at risk than neurotypical children. Caballa argued that halting school altogether for Sped learners would mean depriving them of their right to continuous education. “Children have a critical window for development and learning opportunities. If you miss that, there’s no turning back.”

The Sped expert also warned against “regression,” which she said was common among learners with disabilities.

Neurotypical learners, or children with no intellectual or developmental disorders, were less likely to regress even with long breaks from studies, as they have other options to continue learning, she said.

“For learners with disabilities, if they don’t study or are not given just a little stimulation, they easily regress academically and behaviorally,” Caballa said. “The intervention we’re looking at is really empowering parents. Parents are the key.”

According to the Department of Education's (DepEd) Basic Education Learning Continuity Plan, face-to-face instruction for learners with disabilities would be allowed only in “very low-risk areas” such as geographically isolated, disadvantaged, and conflict-affected areas with no history of Covid-19 infection. However, teachers and learners should be living in the vicinity of the school. Face-to-face classes for LSENs, DepEd said, must undergo risk assessment and adhere to strict health protocols.

Learners with special education needs require face-to-face instruction but are vulnerable to the coronavirus disease. Parents and teachers have no choice but to make distance learning work.

--oOo-The author is Teacher III at San Fernando Elementary School

Mental health is equally important as physical health for it likewise affects our normal daily functions and way of living. Our mental capacity and condition dictate how well we deal and cope with certain life events and situations with acceptance, resiliency, and optimism.

The global outbreak of the Coronavirus, SARS-CoV-2, better known as Covid19, has been one of the greatest human health challenges that has adversely afflicted not only the physical but as well as our mental well-being. Everyone has been devastatingly affected, no one was spared, ordinary Filipinos, politicians, professionals, not even the education sector. On the outset of the pandemic, most teachers and students were at lost and confused about what will happen on the next coming school year. The epidemic has caused drastic shift to the education system and in the learning setup. From the normal inperson teaching or face to face teaching-learning structure, to the “new normal” framework of blended learning approaches that induced apprehensions and concernment to a few members of the school system. These abrupt transitions have triggered certain stress, anxieties and even depression to some educators and learners.

Being aware of these direful scenarios in the academe, the Department of Education has catered some assistance amongst educationists and learners as well, by way of conducting various webinars and online sessions on the promotions of mental health and resilience during pandemic through varied platforms like Facebook Pages and You Tube Channels. Furthermore, the department has organized several Mental Health Programs and online activities such as In-depth Session Support Group, Mental Health Research Competition, and wellness trainings for both teachers and learners, along with the parents, to help them achieve their sense of balance, to take control, understand and be responsible for how they feel, so that they can empower themselves in achieving social including their emotional well-being. Downloadable mental health learning materials besides online and self-guided modules were provided among our learners as a form of psychological assistance and guidance for them to be able to identify their feelings and reactions related to the pandemic and accept that these feelings and reactions are all normal and valid. Moreover, psychological first aid and appropriate psychosocial support services and activities are still on-going and carried out to our learners, presenting current matters and issues that may psychologically, socially as well as emotionally affect them. Establishments of school mental health team is another course of action that has encouraged teachers on taking care of their mental health during these trying times.

Appealing for emotional help and seeking assistance to address mental health concerns and issues is not dishonorable nor a sign of weakness during times of anguish and distress caused by this global epidemic. Truly, we need each other to survive this kind of worldwide ordeal and tribulation. Above all, teachers certainly need to take heed of their physical and mental health, pay attention to their sentiments and emotions, urgently address them so that they can likewise look out to the mental and emotional needs, including the learning needs of their learners. As educators, teachers need to magnify selfmotivation amidst world adversity and affliction, geared toward buoying up themselves, so that they can be an inspiration to others. This can be perfectly achieved by having a healthy body and just as significant a sound mind and healthy living.

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The author is Teacher III at Guillermo D. Mendoza National High School