Chapter I
INTRODUCTION
Background of the Study
Every classroom brings together students with distinct abilities and
personalities. Since every student has different capabilities, some learn faster
than others. Teachers need to come up with effective teaching strategies and
implement solutions, in order to meet every student’s individual needs in the
class (Mahanta, 2019). English Language Learners is often a challenge for many
schools, and accurately identifying and supporting ELLs with special needs, can
be an even greater challenge (Ferlazo, 2016).
According to Education Trust (2020), parents are dealing with a variety of
issues, insurmountable problems with their experiences assisting their children
with learning at a distance. Also, distance learning poses threat to students
because they may feel isolated and dejected (Zaheer and Munir, 2020). Other
problems occur such as children with genuine LDs in reading have intrinsic
learning difficulties or differences, often related to problems in phonological
processing that impact their word identification skills. Moreover, English
Language Learners with LDs need instruction that simultaneously responsive to
their disability, English language status, and culture, because the majority of
students with LDs have reading disabilities. ESL and classroom teachers must
be familiar with the instructional strategies that will support language and literacy
development in the context areas (Garcia, S.B., & Tyler, B.J. 2010)
In the Philippines, the government has been seeking and developing ways
to address the different needs of its citizens. Education being one of the target
areas for improvement has been a serious subject of challenge to the
administration most especially in Special Education; however, the aspect of
education for all is not effectively implemented despite of having policies and
legal framework that advocate education for all specially in the implementation of
SPED classes (Allam & Martin, 2021). The growth of special education has been
given a good support all these years both by the government and non-
government organization. Despite the attempts to achieve and maintain
progressive changes for the educational system for learners with disability,
teachers seem that the current state of Special Education reflects the other way
around (Ebol, 2000).
According to Coram International a situation analysis conducted by the
UNICEF Philippines in ARMM in 2017, the growth of special education in the
region is extremely limited data on the number of children with disabilities, SPED
center and SPED teachers in the region's education system. All of these were the
lowest figures across all regions in the Philippines. However, more up to date
data would likely show an increase given the introduction of five SPED centers in
SY 2015-2016 through the BEAM-ARMM project. Unfortunately, it is not clear at
which school levels these are operating in ARMM, with the 2016 (UNICEF
Philippines, 2017).
The researchers moved towards the reading on the literature regarding
teacher’s experiences teaching English language to the learners with special
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needs, yet found nothing. Therefore, this study is relevant and timely and must
be pursued to do more regarding this issue.
Research Questions
The study aimed to reveal SPED teachers’ experiences to the learners
with special needs in Bangsamoro Autonomous Region in Muslim Mindanao.
Specifically, the study will seek to provide answers to the following
questions:
1. What are SPED teachers’ experiences teaching learners with special needs in
the context of COVID-19 pandemic?
2. What are the challenges that SPED teachers face while teaching English to
special needs students?
3. What are teachers’ coping strategies for dealing with the challenges of
teaching English to special needs students?
This study will focus on the lived experiences of SPED English teachers to
the learners with special needs. The participants of this study will be five (5)
SPED teachers. The study will be conducted to selected places located in the
parameters of Bangsamoro Autonomous Region in Muslim Mindanao during the
School Year 2021-2022.
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Significance of the Study
The findings of the study may be a big help to the following:
Ministry of Basic, Higher and Technical Education. This may provide a more
vivid view on the current status of the SPED teachers in teaching English
language to the students with special needs in the region. Thus, this may provide
more training for teachers and appropriate aid for the SPED learners. Briefly, it
may be used as a tool in enhancing policies in the development of teaching
materials, and language enhancement for SPED students.
Faculty-SPED Teachers. It hopes to provide insights for them to further equip
themselves with the knowledge, skills, and attitudes that may help in the
development of SPED learners to the maximum.
Parents. With the results, parents may be more aware of the needs of their
children and coordinate with teachers as regards the development of their
children as SPED learners.
Illana Bay Integrated Computer College, Inc. The study may provide a new
opportunity to open and initiate SPED facilities, serving as a pioneering study
that may provide insights to the institution in establishing SPED learning facilities.
Community. The contact of this study may help the people in the community to
have knowledge and concern towards the teacher’s experiences teaching the
English language to the learners with special needs.
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Future Researcher. The yield of this study may serve as a reference for the
future researcher and further studies.
Definitions of Terms
The following terms were defined operationally for better understanding of
the study.
Challenges. It refers to difficulties encountered by SPED teachers in
teaching English language to the learners with special needs.
English Language. It refers to the SPED teachers’ medium of instruction
in teaching learners with special needs.
Lived Experiences. It refers to the experiences of SPED teachers in
BARMM in teaching English language to learners with special needs.
Special Education. It is a specialized kind of education system that
caters to the academic and learning needs of the learners with special needs.
SPED English Teacher. A teacher who provides special instruction and
strategies in handling students with special needs during the new normal
education.
Teaching Strategies. The methodologies of SPED teacher in teaching
English language to the learners with special needs.
Mixed Disabilities. This refers to the different disabilities in one
classroom in BARMM region.
