The study aimed to perceive the preferred assessment tools utilized by special education teachers with the new learning modalities in correspondence to the pandemic started to burgeon. It employed Braun and Clarke's Thematic Analysis which the researchers used to evaluate and analyze the qualitative data in the study. Moreover, the study focused on the alternative assessment, which branches out into two types: Performance-based and authentic. The investigation of the study entails thematic analysis, which divulges three themes: "Current Assessment used in the new learning modality," "Challenges encountered by the special education teachers," and "Assessment recommendation." The inferred extracted narrative of the five special education teachers as participants counted as a conception of experiences. (1) Special education teachers' preferred assessment caters to specific needs of the students through performance-based and authentic assessments (2) Special Education teachers' preferred assessment anchors specific modification in assessment tools through alternative assessments (3) Special Education teachers' preferred assessment encompasses available learning resources both for students and teachers. Based on the three conceptions, the following preference surfaced as promulgated: Special Educators' discretion in assessing students with special needs in an online and offline learning mode. The study aimed to perceive the preferred assessment tools utilized by special education teachers with the new learning modalities in correspondence to the pandemic started to burgeon. It employed Braun and Clarke's Thematic Analysis which the researchers used to evaluate and analyze the qualitative data in the study. Moreover, the study focused on the alternative assessment, which branches out into two types: Performance-based and authentic. The investigation of the study entails thematic analysis, which divulges three themes: "Current Assessment used in the new learning modality," "Challenges encountered by the special education teachers," and "Assessment recommendation." The inferred extracted narrative of the five special education teachers as participants counted as a conception of experiences. (1) Special education teachers' preferred assessment caters to specific needs of the students through performance-based and authentic assessments (2) Special Education teachers' preferred assessment anchors specific modification in assessment tools through alternative assessments (3) Special Education teachers' preferred assessment encompasses available learning resources both for students and teachers. Based on the three conceptions, the following preference surfaced as promulgated: Special Educators' discretion in assessing students with special needs in an online and offline learning mode.
Teachers' Experiences in Flipped Classroom in South-East Asian Countries: A Meta-Synthesis. Objective: This study aimed to meta-synthesize the teachers' experiences utilizing flipped classrooms across South-East Asian countries. Methods: Fifteen (15) out of 1,118 studies were included from various accessible academic databases in Publish or Perish software which was scrutinized using a set of inclusion and exclusion criteria. The included studies were organized using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) 2020 flow diagram, and were analyzed using Braun & Clarke's six-step thematic analysis, which generated five themes and one meta-theme. Findings: This meta-synthesis revealed that teachers utilizing flipped classrooms experienced varied experiences from shifting roles, making them more efficient, and improved teacherstudent interaction. Teachers also experienced anxieties and faced challenges, yet no studies from the fifteen studies have shown how to address the said challenges. Conclusion: Teacher Education Institutions were reccommended to provide comprehensive training on appropriate technology and emotional and psychological support for the teachers utilizing flipped classrooms.
This study meta-synthesize significant findings of relevant studies that have incorporated sign language into an inclusive classroom. The studies related to sign language in an inclusive classroom from 2014-2021 with the use of a set inclusion and exclusion criteria have screened and included nineteen (19) studies. The included studies were collected from Publish or Perish Software and were organized using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flow diagram. Braun and Clarke’s six-step thematic analysis was used to analyze the synthesized data which resulted in five (5) themes, namely: insufficient support from parents; communication barrier; language barrier; lack of resources; and lack of skills. Results also showed positive feedback when sufficient supportive services were provided. Therefore, incorporating sign language in an inclusive classroom requires skillful sign language teachers, sufficient resource support, and consistency in using sign language. It is recommended that academic institutions advocate sign language to normal students and teachers to achieve effective communication with the non-hearing community.
This study presented a meta-synthesis of Filipino students’ experiences in Online Learning. It utilized 15 out of 1090 studies from 2021 to 2022 that were screened through inclusion and exclusion criteria. The studies were organized using the Preferred Reporting Itemsfor Systematic Reviews and Meta-Analysis (PRISMA) 2020 flow diagram and were quality-checked using the Critical Appraisal Skills Programme (CASP) checklist for systematic review. Clark and Braunes’ six-step thematic analysis was done and has emerged seven themes: mental and emotional barrier, social interaction barrier, lack of availability of gadgets and intermittent internet connections, lack of financial support, attention span and academic performances, and parental involvement in an online class. Students’ experiences in online learning emerged as the meta-theme of the study. Filipino students' experiences in online learning opened up new avenues for new ways of learning but a lack of resources and training makes it difficult for them to learn. It is recommended that students should join a free online symposium that tackles various coping mechanisms amidst distance learning. Academic Institutions must provide adaptive learning systems and the Philippine Government must addressthe issues and concerns in distance learning.
In times of disaster, it is essential to consider the experiences and preparedness of persons with disabilities. This study provided a meta-synthesis of disaster experiences and preparedness of people with disabilities. Eighteen (18) out of 504 studies were chosen based on the inclusion and exclusion criteria. The quality of the selected articles was assessed using the Critical Appraisal Skills Programme (CASP) and arranged using the Preferred Reporting Items for Systematic Reviews and MetaAnalyses (PRISMA) diagram. The synthesized data were analyzed using Clark and Braun’s six-step thematic analysis, and have resulted in twelve (12) themes, namely: increased vulnerability and marginalization, inaccessible formats of information limit mobility and awareness, initiatives are transparent, dependency on people, post-disaster services are not inclusive, disaster creates injuries and disabilities, participation in planning is limited, unfamiliarity results in limited awareness, initiatives improve preparedness, plans are developed for them rather than by them, preparation is costly, and develops self-made strategy for survival. In conclusion, the preparation and participation of people with disabilities in disaster risk reduction and management are limited. It is recommended that disaster risk reduction training and planning be inclusive for people with disabilities
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