Teaching Strategies And Support Extended By Parents To Children With Special Needs In Distance Learning

Abstract

This study aims to understand and identify the different teaching strategies used and support extended by parents or guardians to assess their parental needs in facilitating their children's education . This study used a descriptive survey that included 25 respondents from Basak Elementary School, 20 from Mandaue City Special Education School, and 15 from Subangdaku Elementary School. This study used universal sampling with a validated researcher-made questionnaire. Data gathered were statistically treated using frequency, percentage, weighted mean and Pearson-R Correlation. It was found that respondents have highly practiced teaching strategies and are very supportive of the support extended to their children's education. The results also showed that though there is extended support from parents, some of them believe that they do not influence what happens to their children's education. Moreover, respondents believed they had limited access to contacting the school committee in voicing their opinions, and they do not have the full capacity to participate in the votation of parent representatives in their children's class or school committee. It is hoped that this study will help administrators, teachers, and parents understand the importance of camaraderie in times like these to achieve the common goal of helping children get the best education they deserve.