Chapter 1

Introduction
The disruption caused by the current Covid-19 Pandemic forced the entire
world to renew itself suddenly and has brought massive changes to how the
world works. Because of the Government’s countermeasures to mitigate the
spread of the virus, it caused a massive impact on everything, including
educational activity. To provide high-quality education in this situation, Online
Learning as an alternative mode of learning has been instigated during the
COVID-19 pandemic with the objective that all students will still have access to
quality education despite the absence of face-to-face interaction. The forced
rapid closure of face-to-face teaching has catapulted academic staff and students
into, what is for many, unfamiliar terrains because of the need to swiftly adapt to
Online Learning (Carolan et al., 2020). Most students can easily adapt to these
changes, whereas others will find it more challenging, especially for students
with special needs. These learners were categorized as students in the special
educational needs (SEN) category, which is comprised of learners that need
specific learning strategies, environments, and needs that differ from their
normal peers (Kormos & Nijakowska, 2017). Online Learning also post challenges
such as unstable internet connectivity, inadequate learning resources, electric
power interruptions, vague learning contents, overloaded lesson activity, limited
teacher’s scaffolds, poor peer communication…. (Rotas & Cahapay, 2020). On
top of these challenges, imagine what more does a student with physical
disability have to go or gone through with this type of setting. Would the
perception and experience of learners with disability differs from those learners
that has no disability? Moreover, the proposed study aims contribute study of
Basham et al. (2015), wherein they encourage “greater active and open
collaboration among all stakeholders the needed research, findings and needs all
learners”, which includes those belonging to the minority group such as persons
with disability.
Statement of the Problem
The main purpose of the study is to investigate and elaborate the
perspective/views of learners with physical disability about online learning and
consolidate important points/concepts gathered from the interviews to improve
the learning experience of the subject of the study. Specifically, to answer the
question of what the views of learners with physical disability about online
learning are.

Importance of the Study

The findings will yield a better understanding of the needs of these learners
which can be feedback that will aid to develop tools or a system that will improve
their learning experience.

Scope and Limitations of the Study

This study is limited only to the five respondents of this study, specifically 15–
19-year-old learner with disability, residing in San Jose Del Monte, Bulacan, and
purposively and conveniently selected for this study. This study also depends on
the opinions and experiences of these five respondents through interviews.

Definition of Terms
The following terms is defined as used in the study:
Online Learning are education in which instruction, content, and learning are
mediated primarily by network technologies such as the Internet (Basham et al.,
2015).
Person with Disability (PWD), according to the UN Convention on the
Rights of Persons with Disability, was defined as “those who have long-term
physical, mental, intellectual or sensory impairments which in interaction with
various barriers may hinder their full and effective participation in society on an
equal basis with others.”
 Physical Disability is a long-term condition that impairs a person’s physical
functioning.
References:

Basham, J.D., Stahl, S., Ortiz, K., Rice, M.F., & Smith, S. (2015). Equity Matters: Digital &
Online Learning for Students with Disabilities. Lawrence, KS: Center on Online Learning
and Students with Disabilities.
https://kuscholarworks.ku.edu/bitstream/handle/1808/22627/2015_COLSD_Annual-
Publication_FULL.pdf?sequence=1

Carolan, C., Davies, C. L., Crookes, P., McGhee, S., & Roxburgh, M. (2020, July). Covid
19: Disruptive impacts and transformative opportunities in undergraduate nurse
education. Nurse education in practice. Retrieved April 1, 2022, from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7255089/

Kormos, J., & Nijakowska, J. (2017). Inclusive practices in teaching students with dyslexia:
Second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive open
online learning course. Teaching and Teacher Education, 68, 30-41.
http://dx.doi.org/10.1016/j.tate.2017.08.005

Rotas, E. E., & Cahapay, M. B. (2020). Difficulties in Remote Learning: Voices of

Philippine University Students in the Wake of COVID-19 Crisis. Asian Journal of Distance
Education, 15(2), 147-158. https://doi.org/10.5281/zenodo.4299835

United Nations. (n.d.). Article 1 – Purpose Enable. United Nations. Retrieved April 2, 2022,
from https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-
persons-with-disabilities/article-1-purpose.html