Covid-19 affected higher educational institutions not just in Wuhan, China where the virus originated but all other higher educational institutions in 188 countries as of April 06, 2020. Educational countermeasures are taken to continue educating the students despite the COVID-19 predicaments. Based on the author's experiences, research, observations in the academe, COVID-19 guidelines, and the need for alternative solutions, this article introduces how higher education is affected and how it can respond to future challenges. This article recommends to educational institutions to produce studies to proliferate and document the impact of the pandemic to the educational system. There is also a greater need for educational institutions to strengthen the practices in the curriculum and make it more responsive to the learning needs of the students even beyond the conventional classrooms.
School closures, home quarantine, and social distancing implemented worldwide can cause a sudden anxiety even among teachers. A designed online survey collected data from Filipino teachers' practices on how they deal with anxiety due to the COVID-19 outbreak. The practices include information seeking, preventive measures, and other coping mechanisms to deal with anxiety during the quarantine period. Results revealed that teachers practice virtual learning, communicate with the professional community, adhere to quarantine requirements, and find purposeful activities to deal with anxiety due to the suspension of national school-related activities in the country brought by the pandemic.
Technology has been instrumental for efficient communication to counter the pandemic that the world is facing today. It also redefines how the educational system can proliferate the delivery of the teaching-learning process amidst COVID-19. This paper articulates the effectiveness of distance education, highlights the possible challenges in emergency remote education, and recommends emerging remote learning platforms along with policies for the utilisation of emergency remote teaching and protocols for the prevention of COVID-19 in Philippine learning institutions. The paper offers further research of innovative strategies, virtual learning experiences, and the transition from the physical classroom into an emergency remote education environment during the pandemic.
The COVID-19 pandemic has presented an ongoing challenge especially for those people and children with special needs and disabilities as their voices are unheard in normal times and this unfortunate situation is heightened during this emergency. Government policies during the pandemic necessitate inclusion for people with disabilities who also have their global rights for no one should be left behind in this crisis. This article examines the laws of the Philippine Government on the provision for the inclusive special education and rights of the said learners, highlights the possible educational interventions to supplement their learning amid the pandemic and offers recommendations for the emergency preparedness legislative policies and services to be responsive to the educational, socio-emotional, and mental health needs of the students with disabilities amid the pandemic. Future research should examine the experiences of the children with disabilities in using digital media during the pandemic period and evaluate the effectiveness of assistive technologies to meet the learning needs of people with disabilities.
People with Special Educational Needs and Disabilities (SEND) are confronted with diverse challenges as COVID-19 caused tremendous disruption in face-to-face educational settings. Apart from this situation, teachers are also facing difficulties in making their lessons adaptive and responsive to the educational learning needs of people with SEND. This article explores the challenges, strategies, and prospects of teachers for inclusive education during the pandemic. Using a qualitative approach, the researcher gathered data through Messenger chatbot and emails with five special education teachers in the Philippines. Findings revealed that the teachers’ experience educational apprehensions, intermittent virtual socialization, and psychological crisis. However, the teachers assisted the parents in supervising their children with disabilities' through online communication, homeschooling, parental engagement, psychological safety, and empathetic language strategies. The special education teachers also look forward to inclusivity in school policies and government-driven emergency interventions for people with developmental disabilities.
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