LIFE CHALLENGES OF OVERSEAS FILIPINO WORKERS

SPECIAL EDUCATION WORKERS:

A PHENOMENOLOGICAL STUDY

A Partial Fulfillment of the Requirements for EDUC200

Masters of Education Major in Special Education

GRADUATE PROGRAM

NEW ERA UNIVERSITY

RV EUNICE M. GARCIA

CHAPTER 1
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THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Special education teachers enjoy the challenge of working with students with

disabilities and the opportunity to establish meaningful relationships with them. Although

helping these students can be highly rewarding, the work also can be emotionally and

physically draining. Many special education teachers are under considerable stress due to

heavy workloads and administrative tasks. They must produce a substantial amount of

paperwork documenting each student's progress and work under the threat of litigation

against the school or district by students' parents if correct procedures are not followed or

if the parents feel that their child is not receiving an adequate education, although recent

legislation that has been passed is intended to reduce the burden of paperwork and the

threat of litigation. The physical and emotional demands of the job cause some special

education teachers to leave the occupation.

Special education teachers must be patient, able to motivate students,

understanding of their students' special needs, and accepting of differences in others.

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Teachers must be creative and apply different types of teaching methods to reach students

who are having difficulty learning. Communication and cooperation are essential skills,

because special education teachers spend a great deal of time interacting with others,

including students, parents, and school faculty and administrators. Special education

teachers held a total of about 441,000 jobs in 2004. A great majority, about 90 percent,

work in public schools. Another 6 percent work at private schools. Almost half work in

elementary schools. A few worked for individual and social assistance agencies or

residential facilities, or in homebound or hospital environments.

STATEMENT OF THE PROBLEM

This is a mini research interview on “Life Challenges of Overseas Filipino

Workers Special Education Teachers: A Phenomenological Study” to selected OFW

SPEd Workers. Specifically, it aims to answer the following questions:

1. Are there any life challenges of OFW SpEd Workers they encountered? If so,

what are those?

2. How often do OFW SpEd Workers communicate to their love ones?

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3. What are the advantages and disadvantages of the SpEd Workers in their

experience as an Overseas Filipino Worker?

HYPOTHESES

The following are assumptions of the study:

 That the life challenges of OFW SPEd workers as they encountered.

 That the OFW SPEd workers can communicate to their love ones.

 That the OFW SPEd workers experienced some advantages and disadvantages.

SIGNIFICANCE OF THE STUDY

This study was undertaken to know the feedback of OFW SPEd Workers. The

following will be beneficial for this study:

Students. This study will be beneficial for the students for them to know the

feedback of OFW SPEd Workers.

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School Administration and Faculty. The school staff including professors may

know what will be their students’ insights about the OFW SPEd workers. They can have

their thoughts about the feedback of OFW SPEd workers and will easily know what will

be their response.

Parents. It is important for the parents to know about the OFW SPEd workers

broadens your appreciation for the simple things we take for granted and you will acquire

a better understanding of the problems such children face in their development.

Future Researchers. The ideas presented may be used as reference data in

conducting new researches or in testing the validity of other related finding. This study

will also serve as their cross-reference that will give them a background or an overview

of the students’ specifically OFW SPEd workers.

SCOPE AND DELIMITATION

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The study focused on determining the status of the OFW SPEd workers. The

instrument used in this study is a normative convenient sampling which is a

questionnaire. This is used to know the OFW SPED worker’s feedback.

DEFINITION OF TERMS

ADVOCATE. An individual who is not an attorney, but who assists parents and

children in their dealings with school districts regarding the children's special education

programs.

DEVELOPMENTAL DISABILITIES. A some of the most devastating for a

family to deal with, changing visions of the future and providing immediate difficulties in

caring for and educating a child.

DISABILITY. Physical or mental impairment that substantially limits one or

more major life activities.

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IEP – INDIVIDUALIZED EDUCATION PLAN. The document developed at an

IEP meeting which sets the standard by which subsequent special education services are

usually determined appropriate.

LEARNING DISABILITIES. Like dyslexia and Central Auditory Processing

Disorder struggle with schoolwork regardless of their intellectual abilities.

OVERSEAS FILIPINO WORKERS OR OFW. Are Filipinos working abroad that

are expected to return permanently either upon the expiration of a work contract or upon

retirement.

SPECIAL NEEDS. Are commonly defined by what a child can't do -- by

milestones unmet, foods banned, activities avoided, experiences denied.

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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This part of study is the related literature and study that has some bearing in the

present work. This related study provides the researcher with some insights and

directions in the conduct of the study.

According to the study of Bureau of Labor Statistics, U.S. Department of Labor.

Special education teachers use various techniques to promote learning. Depending on the

disability, teaching methods can include individualized instruction, problem-solving

assignments, and small-group work. When students need special accommodations in

order to take a test, special education teachers see that appropriate ones are provided,

such as having the questions read orally or lengthening the time allowed to take the test.

Special education teachers help to develop an Individualized Education Program

(IEP) for each special education student. The IEP sets personalized goals for each student

and is tailored to the student's individual needs and ability. When appropriate, the
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program includes a transition plan outlining specific steps to prepare students with

disabilities for middle school or high school or, in the case of older students, a job or

postsecondary study. Teachers review the IEP with the student's parents, school

administrators, and the student's general education teacher. Teachers work closely with

parents to inform them of their child's progress and suggest techniques to promote

learning at home.

Special education teachers work in a variety of settings. Some have their own

classrooms and teach only special education students; others work as special education

resource teachers and offer individualized help to students in general education

classrooms; still others teach together with general education teachers in classes

composed of both general and special education students. Some teachers work with

special education students for several hours a day in a resource room, separate from their

general education classroom. Considerably fewer special education teachers work in

residential facilities or tutor students in homebound or hospital environments.

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Some schools offer year-round education for special education students, but most

special education teachers work only the traditional 10-month school year.

According to a salary survey conducted by the National Association of Colleges

and Employers, bachelor's degree candidates in special education received starting offers

averaging $31,773 a year in 2005; master's degree candidates in special education were

initially offered $36,445; master's degree candidates in elementary teacher education

were initially offered $31,729.

In 2004, about 62 percent of special education teachers belonged to unions—

mainly the American Federation of Teachers and the National Education Association—

that bargain with school systems over wages, hours, and the terms and conditions of

employment.

In most schools, teachers receive extra pay for coaching sports and working with

students in extracurricular activities. Some teachers earn extra income during the

summer, working in the school system or in other jobs.

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According to them, most employers assist foreign teachers secure working visas.

They can also get visas for their dependents or family members.

However, because many Filipino teachers did not go through the processing at the

POEA (Philippine Overseas Employment Administration), they encountered some

problems regarding their legality as “OFWs” and their benefits. Earlier, this was not a

problem because of the presence of an OWWA (Overseas Workers Welfare

Administration) office in Bangkok. But this office has since closed.

The embassy says it is working on the return of the OWWA office. Adapting to

the Thai way. Hard work, good work ethics, determination and willingness to adapt are

characteristics that impressed many Thai school directors. Thus, it is not surprising that in

Ajarn.com (the site for teaching jobs), many schools are now looking specifically for

Filipino teachers.

In spite of some problems, many Filipino migrant workers here choose to stay in

Thailand. Aside from the convenience, competitive salary, and cheap commodities and
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luxuries, safety is another reason Filipinos are willing to take on assignments even in far-

flung municipalities.

“I will stay as long as they need me; or rather I will stay as long as they are

paying me well,” says Paulo.

“I intend to stay until I and my family are secured in the future. So far, I haven’t

seen a better opportunity in our country,” claims Troy.

Stephen Luri Mercado, a graduate of Xavier University with an MA in Special

Education, traveled to Thailand in 2008 just to experience life in another country.

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CHAPTER 3

METHODOLOGY OF RESEARCH

RESEARCH DESIGN

Descriptive Research is often used to collect information with regard to the

current status of the phenomena to describe “what exists” as against some variables or

conditions in a situation. This type of research involve interview which describes that

status quo, correlation studies that investigate relationships of variables, and

developmental studies that as certain changes over time.

SAMPLING PROCEDURE

The goal of this study was the SpEd workers with respect to their life challenges

they encountered as OFW which affect the nature of their interactions. A convenient

sample will be obtained through purposive sampling. The researchers will now then

proceed to conduct personal interview with the participants for data gathering.
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Ranking. The respondents will rank a particular category from their opinions in

their works.

Yes or No option. The respondents will check on the spaces provided (blanks

before yes or no) on the questions to know if they are in favor or not.

The Respondent. There are a total of 20 respondents came from OFW SPEd

workers who answered the disseminated questionnaire.

The self-administered questionnaire were the researcher collect all the data in

which questions are presented that are to be answered by the respondents in a written

form. Sending questionnaires by mail with clear instructions on how to answer the

questions and requests for mailed responses. If possible, respondents may also asked to

go to a particular web location to complete the questionnaire on an interview type.

BIBLIOGRAPHY
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Bachrach, S. J. (2016, September). Individualized Education Programs (IEPs): Tips for

Teachers. Retrieved October 11, 2016, from https://kidshealth.org/en/parents/iep-

teachers.html

Sokuna Interactive (2017, April). What does a Special Education teacher do? Retrieved

April 11, 2017, from https://www.careerexplorer.com/careers/special-education-teacher/

Novio, E. C. (2012, February) OFW teachers find niche in Thailand. Retrieved February

25, 2012, from https://globalnation.inquirer.net/26761/ofw-teachers-find-niche-in-

thailand

Student Scholarship (2009). Special Education Teachers, Middle School - What do

Special Education Teachers, Middle School do? Retrieved February 6, 2012, from

https://studentscholarships.org/salary/591/special_education_teachers_middle_school.php