Functional skills for learners with special educational needs amidst the COVID-19 pandemic

Abstract

The key purpose of this study is to determine the functional skills of learners with special educational needs (LSENs) in terms of life skills, social skills and community-based learning skills in the identified schools in Toledo City Division. It employed both quantitative and qualitative research methods to assess the functional skills of LSENs amidst the pandemic as rated by the parents. The respondents were selected through purposive sampling technique. The study utilised an adapted the research tool. The findings show that most of the learners were aged 10 years old or older, male, non-graded and with intellectual disabilities, while most of the parents were poor, housewives and had a high school level. The result also revealed that parents rated LSENs with moderate functional skills. The challenges encountered by parents include lack of relevant training, lack of knowledge about child care and lacks of time. With this, the school administrators should design responses with specific contexts and consider implementation of the functional skills of learners. Hence, the adoption of the parental intervention plan for LSENs is recommended.
 Keywords: Functional skills, special educational needs, life skills, social skills, community-based learning skills.

Virtual teaching and learning for autistic students amidst the pandemic: a systematic literature review

“…Online support groups, suggested by Daulay [40], provide a virtual community for students and families, addressing social isolation and offering emotional support. Facilitators, including teachers and school organizations, play a pivotal role in adapting teaching methods and training caregivers, highlighting the need for professional development in virtual environment adaptation [28], [45], [46], [48]. Averet [44] emphasizes the significance of establishing strong connections between autistic children and their caregivers, requiring a comprehensive educational strategy that considers social and emotional connections.…”

“…Parents became co-educators, actively participating in their children's education, monitoring compliance, and offering support for special education and related activities [44]. Collaboration with teachers and therapists was crucial in providing a holistic approach to education, with parents acting as co-educators becoming more prevalent [28], [48]. Parents played a significant role in customizing educational strategies and interventions to match the unique requirements of their children, bridging the gap between the virtual educational and home learning environments.…”

“…Teachers play a crucial role in developing instructional support tailored to unique needs, involving varied instruction and individualized educational plans [28], [43]. Padillo et al [48] suggests considering practical skills beyond the classroom, aiming to educate students for active involvement in daily lives and communities. Evidence-based practices form the foundation for effective teaching strategies, ensuring accuracy and positive outcomes.…”

Impacts of COVID-19 on the school experience of children and adolescents with special educational needs and disabilities

“…In the classroom setting, only one-third of U.S. school districts required teachers to provide direct instruction [ 21 ], which resulted in a wide range of implementation models for remote learning and many students with SENDs receiving inadequate instruction and skills support [ 22∗∗ , 23∗ , 24 ]. Students with SENDs also experienced great difficulties fully engaging with digital course materials during the pandemic [ 19 , 25 ].…”

Reviewing the life skills activity program for children with special needs during the COVID-19 pandemic

“…Teaching life skills to children at preschool age pave the way for them to fulfill their social and school responsibilities, this means that life skills activities are very important to be taught to children. Padillo (2021Padillo ( , p. 1893 in his research describes that the challenges faced by parents while teaching functional skills during the pandemic include the lack of relevance of the training followed by parents, lack of knowledge about parenting and lack of time to provide assistance.…”