Improving post‐pandemic environments for children with disabilities through effective partnerships

Abstract

Amid the pandemic, the education sector experienced rapid and profound transformations. Notably, the Philippines transitioned from traditional face‐to‐face instruction to the realm of distance learning, impacting students, particularly those with disabilities. This shift, called Emergency Remote Teaching (ERT), underscored the imperative of collaboration between special education (SpEd) teachers and families. However, the practical implementation of these collaborations often fell short, with stakeholders unprepared for the challenges. Using a qualitative descriptive case study within an interpretive paradigm, this research delved into ERT practices and outlined strategies for the post‐pandemic educational landscape. Challenges encompassed generational disparities, technological hurdles, and learners' characteristics due to suboptimal learning environments. To tackle these issues effectively, the study advocated for essential practices: fostering open communication between SpEd teachers and caregivers, delivering direct instruction, offering personalized activities, and implementing accommodations tailored to children with disabilities (CWD). These practices were poised to enhance support for students as the education sector transitions into a post‐pandemic teaching environment.