New Normal Education: Needs assessment of Teachers in Lintugop

Elementary School

CHAPTER 1

INTRODUCTION

The COVID-19 pandemic has affected educational systems in countries

around the world, (Ahmady, S., Shahbazi, S., & Heidari, M., 2020). Coronavirus

Disease (COVID-19) outbreak poses serious concerns to global education

systems. Efforts to contain COVID-19 prompted unscheduled closure of schools

in more than 100 countries worldwide, (Onyema et al., 2020). With so many

things to consider that If the students are not engaged productively, it could lead

to idleness which might result in youth involvement in crimes, loss of interest in

learning, and poor academic performance, (Ahmady, S., Shahbazi, S., & Heidari,

M., 2020).

Around the globe, the lives of at least 1.5 billion students and their

families have been significantly affected by the school closures caused by the

COVID-19 outbreak. 3 Governments have responded by holding classes

remotely – largely online – to ensure that students continue to study. However,

this measure does not address educational discontinuity and disruption for all

students. The estimate of 1.5 billion affected students does not take into account
all of those who are marginalized, disadvantaged or “invisible” in educational

systems. Online and high-tech-based learning platforms and resources need to be

available and all students’ needs must be accommodated in order for

governments, schools and teachers to ensure that learners are not left behind

during school closures as well as after schools reopen, whether this occurs in six

months or in a year, (UNESCO, 2020).

Department of Education said the start of the academic year 2020-2021 in

August does not necessarily mean elementary and high school students will

physically return to schools. Classes can be conducted online, until the

government allows the reopening of school buildings, which were temporarily

closed to mitigate the spread of coronavirus disease, (CNN, 2020).

So, opening of School Year 2020-2021 was pushed and alternative learning

was introduced, like modular and online. Online education is a general concept

for teaching and learning online with the aid of technology tools and platforms.

The success of online education depends on factors including, good internet

connections, learning software, digital skills, availability and access to

technology. Online education platforms are vital tools that support inclusive

education and online learning. Online education has its roots in distance

education and the emergence of digital technologies that facilitate the efficient

and reliable delivery of lectures, virtual classroom sessions and other

instructional materials and activities via the internet (Onlineeducation.com,

2020).
 In the field of education, needs of every teacher differ from one teacher to

another,(Megaessays.Com,2015). Especially in teaching, their needs vary as they

have different orientations in life,(Longman,Maskew M.,2004). Needs assessment

is a systematic process to acquire an accurate, thorough picture of the strenghts

and weaknesses of a school community that can be used in response to the

academic needs of all pupils for improving their achievement and meeting

challenging academic needs of all pupils for improving their achievement and

meeting challenging academic standards. It is a process that collects and

examines information about schoolwide issues and then utilizes that data to

determine priority goals,to develop a plan ,and to allocate funds and resources,

(Needs Assessment Definition-Public Instruction Dept.

http://www.dpi.state.nd.us/grants/needs.pdf). Of all teachers in educational

institutions,Special Education teachers who are teaching pupils with learning

disabilities have a wide range of of teaching needs considering the fact that they

deal with pupils with mental, emotional, and physical disabilities,

(OccupationalOutlook Handbook for special Education,2014-15 Edition).

On the light of the concepts of needs assessment, the conduct of needs

assessment is essential in education for this would allow program and

curriculum planners to picture out the kind of needs they have to adderess in

teaching, (Altschuld, J.W., 2010).

Special Education is ‘special’ because each and every person apart of a

Special Education program was born with unique and different

qualities.Though, they are in some way unable to to complete tasks that someone

without a disability could easily complete,there are special programs for these

people. Thus, teachers handling special education pupils would likely meet

problems in their teaching encounters with these Special Education pupils.These

problems turn out to be their needs of which the Philippine government through

the Department of Education has the greater part in addressing these needs,

(Grilledo,K.,2011) especially in these trying time of pandemic. As schools

transition to online learning during the COVID-19 crisis, it is important to

provide teachers with guidance and relevant, evidence-based resources on how

to deliver lessons in remote and online settings in special education, (UNESCO,

2020).

CONCEPTUAL FRAMEWORK

This study focuses on the needs assessment of Lintugop Elementary School in

Aurora, Zamboanga del sur on this new normal education. This study anchored

to the Provision of Special Education which is inferred from two provisions of

the 1987 Philippine Constitution. Article Il, Section 17 provides that the state

must give priority to education, while Article XIV, Section 1 guarantees that this

education be accessible to all appropriate steps must be taken. This study also
finds supports from Chapter II of Title II of the Magna Carta for Disable Persons,

RA 7277 which introduces some rules on special education in the Philippines.

Sec. 12 mandates that the "State shall take into consideration the special

requirements of disabled persons in the formulation of educational policies and

programs." On the other hand, learning institutions are encouraged "to consider

the special needs of disabled persons with respect to the use of school facilities,

class schedules, physical education requirements, and other pertinent

consideration" Specifically, learning institutions are encouraged to provide"

auxiliary services that will facilitate the learning process disabled persons."

Sec. 14 of RA 7277 provides that the state Sec. 14 of RA 7277 provides that

the State "shall establish, maintain and support complete, adequate and

integrated system of special education for the visually impaired, hearing

impaired, mentally retarded persons and other types of exceptional children in

all regions of the country, is also one of the backups this study, (Surez, Y, 2011).

The conceptual framework of this study is illustrated in a schematic

diagram. In this study, needs assessment is seen to be the predictor variable of

the action plan and the basis in the formulation of a training program/teaching

supplement for teachers. The relationships of needs assessment to the action plan

is depicted in Figure I of this study. In the figure the arrow is directed from the
predictor variable towards the dependent variable.

Figure 1

Schematic Diagram
Statement of the Problem

This study embarks to seek answers to the subsequent queries that are believed

to be essential in drawing out data for this qualitative research:

l. What are the existing needs of the Lintugop Elementary School

teachers on this new normal in education?

2. Among the needs identified, which of them are affecting more

negatively to the teaching-learning in the school? and,

3. What the researchers intend to do to respond to the identified

needs of the Lintugop Elementary School teachers?

Significance of the Study

This study is the result of a strong desire to find out the needs of Lintugop

Elementary School teachers on this new normal education. The findings of this

study could become a database in the development of strategic interventions

necessary in capacitating teachers to become more effective and efficient in the

delivery of services distantly in pupils.

The results of this study would be beneficial to the following:

Teachers. Whom who keep tract on pupils' behavior and academic achievement,

this study serves as guides and basis for reflection for them to evaluate their own

level of teaching proficiency and digital skills.

Pupils. The pupils being the direct beneficiaries would benefit from this study in

terms or a more enhanced teaching competence by the teachers. As an outcome,

this study would mean better life on the pupils.

Parents. This group greatly benefits from the result of this study in terms of the

learning needs of their children. By this study, the parents can now assess the

learning of the student and observed their behavior, it would also allow them to

identify the kind of support they have to give to their children and the kind of

assistance they have to offer to the teachers.

School Administrators. This study would become basis in developing their plan of

actions that would cater the identified needs of their teachers and pupils by the

results of this study, the administrator’s group could take focus on the specific

needs of the teachers and pupils that are good included in teacher’s seminar-

workshops, trainings and other experiential learning that has something to do

with the development of teachers’ capacity in teaching.

Future Researchers. The results of this study would help other researchers in

developing and enriching their review of literature and related studies. They are

also encouraged to venture research similar to this foregoing study to further

cross-checked and verify the validity and reliability and to reinforce the findings

of this research endeavor.

Scope and Delimitation

 This research is focused on the Needs Assessment of Lintugop Elementary

School teachers in Aurora, Zamboanga del Sur, choosing Qualitative Research as

the research design. The sources of information of this research will be the

teachers of Lintugop Elementary School in Lintugop, Aurora, Zamboanga del

sur.

Definition of Terms

To provide understanding on the part of the readers, the following terms

are comprehensively defined contextually/operationally.

New Normal Education. Refers to the combination of different learning modalities,

the integration of face to face and online instruction.

Online learning. Refers to the education that takes place over the Internet, it is

when you take courses online instead of in a physical classroom.

Needs. A "need" is a discrepancy or gap between "what is" and ''what should be.

In this study, this refers to the needs of the SPED teachers of Aurora, Zamboanga

del Sur.

Needs Assessment. A "needs assessment" is a systematic set of procedures that are

used to determine needs, examine their nature and causes, and set priorities for

future action. In this study, this refers to the needs of Lintugop Elementary

School teachers in Aurora, Zamboanga del Sur.

Pupils. Refers to the pupils under Lintugop Elementary School of Aurora,

Zamboanga del Sur.

CHAPTER II

REVIEW OF RELATED LITERATURE AND RELATED STUDY

This chapter presents the review of related literature and related studies that are

believed to have bearing in this study.

Related Literature and Study

Covid-19 and the rights of persons with disabilities: guidance.

While the COVID-19 pandemic threatens all members of society, persons

with disabilities are disproportionately impacted due to attitudinal,

environmental and institutional barriers that are reproduced in the COVID-19

response.

Many persons with disabilities have pre-existing health conditions that

make them more susceptible to contracting the virus, experiencing more severe

symptoms upon infection, leading to elevated levels of death. During the

COVID-19 crisis, persons with disabilities who are dependent on support for

their daily living may find themselves isolated and unable to survive during

lockdown measures, while those living in institutions are particularly vulnerable,

as evidenced by the overwhelming numbers of deaths in residential care homes

and psychiatric facilities. Barriers for persons with disabilities in accessing health

services and information are intensified. Persons with disabilities also continue

to face discrimination and other barriers in accessing livelihood and income

support, participating in online forms of education, and seeking protection from

violence. Particular groups of persons with disabilities, such as prisoners and

those who are homeless or without adequate housing, face even greater risks.

Awareness of these risks leads to better responses that can allay the

disproportionate impact experienced by persons with disabilities. This guidance

aims to: bring awareness of the pandemic’s impact on persons with disabilities

and their rights; draw attention to some promising practices already being

undertaken around the world; identify key actions for States and other

stakeholders; and provide resources for further learning about ensuring rights

based COVID-19 responses inclusive of persons with disabilities.

1. What is the impact of covid-19 on the right to health of persons with

disabilities?

Despite being a population that is particularly at-risk to COVID-19, persons

with disabilities face even greater inequalities in accessing healthcare during the

pandemic due to inaccessible health information and environments, as well as

selective medical guidelines and protocols that may magnify the discrimination

persons with disabilities face in healthcare provision. These protocols at times

reveal medical bias against persons with disabilities concerning their quality of

life and social value. For example, triage guidelines for allocation of scarce

resources with exclusion criteria based on certain types of impairment, having

high support needs for daily living, “frailty”, chances of “therapeutic success”, as

well assumptions on “life-years” left should they survive. Persons with

disabilities and their families have also faced pressure within the health system

to renounce resuscitation measures.

2. What is the impact of covid-19 on persons with disabilities living in

institutions?

COVID-19 is having a disproportionate impact in psychiatric institutions,

social care institutions (orphanages, day-care centers, rehabilitation centers) and

institutions for older persons, resulting in high rates of infection and death. In

some preliminary studies, the number of deaths in care homes represented from

42% to 57% of all COVID-19 deaths in those countries. Institutionalized persons

with disabilities face heightened risk of contracting COVID-19 due to underlying

health conditions, difficulty in enforcing social distancing amongst residents and

staff, and abandonment by staff. Persons with disabilities living in institutions

also face greater risks of human rights violations, such as neglect, restraint,

isolation and violence.

3. What is the impact of covid-19 on the right of persons with disabilities to live

in the community?

Persons with disabilities face specific barriers in carrying out their daily

lives in the community due to COVID-19 response measures. In particular, stay

at home restrictions that do not consider their needs create disruptions and new

risks to their autonomy, health and lives. Many persons with disabilities who

rely on others for daily living (through formal support by service providers or

informal support by relatives/friends) find themselves without support due to

movement restrictions and physical distancing measures. This may leave them at

high risk without access to food, essential goods and medicine, and prevented

from carrying out basic daily activities such as bathing, cooking, or eating.

Public information on COVID-19 measures is not systematically communicated

nor disseminated in accessible formats and means to reach all persons with

disabilities like sign language interpretation, captioning, Easy to Read format,

etc. In addition, some persons with disabilities, such as persons with

psychosocial disabilities and autistic persons, might not be able to cope with

strict confinement at home. Short and careful outings throughout the day are key

for them to cope with the situation.

4. What is the impact of covid-19 on work, income and livelihood of persons with

disabilities?

Persons with disabilities are less likely than others to be employed and

when employed, they are more likely to be employed in the informal sector. As a
consequence, they have less access to social insurance based on employment

than others which decreases their economic resilience in the current COVID-19

context. For those who are employed or self-employed, they may be prevented

from working from home due to the absence of equipment and support which

are available in the workplace, and face increased risks of losing their income

and job. In addition, COVID-19 measures may indirectly affect persons with

disabilities by preventing family and bread-winners of the household from

working, negatively impacting the overall income of the household. The lack of

income represents a disproportionate burden on persons with disabilities and

their households which typically face extra costs and expenditures related to

disability like accessible housing and equipment, assistive devices, specific goods

and services and etc. , pulling them more rapidly into poverty.

5. What is the impact of covid-19 on the right to education of persons with

disabilities?

Persons with disabilities are less likely than others to complete education,

and more likely to be excluded altogether from schooling.26 Because of COVID-

19, most States have temporarily closed education institutions27 affecting all

students, including students with disabilities. To reduce the impact of disruption

in education, some States are adopting remote learning practices. In these cases,

however, students with disabilities are facing barriers on account of the absence

of required equipment, access to internet, accessible materials and support

necessary to permit them to follow online school programs. As a result, many

students with disabilities are being left behind, particularly students with

intellectual disabilities.

Furthermore, students with disabilities are also negatively affected by other

dimensions of school closures, including access to school meals and

opportunities to engage in play and sports with their peers.

6. What is the impact of Covid-19 On the Right of Person with Disabilities to

Protection from Violence?

Persons with disabilities are at higher risk of violence, particularly when

isolated. Women and girls with disabilities face higher rates of gender, sexual,

intimate partner and domestic violence.31 Women and girls with disabilities not

only faces higher risks of violence compared to other women, they also

experience higher levels of violence than men with disabilities.32 While

information on disability and gender based violence in the context of COVID-19

is not currently available, experience shows that in similar circumstances, people

with disabilities are particularly at risk. Reporting and access to domestic

violence services and assistance are particularly challenging for persons with

disabilities, as these services commonly do not include and are not accessible for

persons with disabilities. Hotlines are often not equipped with interpretation

services for deaf and deafblind persons, and emergency shelters and services are

not prepared to meet the needs of persons with disabilities.

7. What is the impact of covid-19 on the specific population groups in which

persons with disabilities are overrepresented: prisoners with disabilities and

those without adequate housing?

a. Prisoners with disabilities

Persons with disabilities are overrepresented among the prison

population,36 in particular persons with psychosocial disabilities and persons

with intellectual disabilities. They are at heightened risk of infection due to the

high risk of infection in crowded and unhygienic conditions where physical

distancing is not possible. In particular, many prisoners with disabilities depend

on the informal support of their peers to access food, move around and bathe,

and prison health services are generally inadequate to meet their needs. These

challenges are experienced not only by persons with disabilities in prison and

pre-trial detention within the criminal justice and penitentiary systems, but also

those who are currently under any form of administrative or other detention,

including migrants with disabilities in immigration detention.

b. Persons with disabilities without adequate housing

Persons with disabilities, particularly those with psychosocial and

intellectual disabilities are also over represented among the poorest populations.

Homeless persons with disabilities and those living in emergency shelters and

informal settlements are particularly vulnerable to contracting COVID-19 on

account of overcrowded living conditions, lack of access to water and sanitation,

and due to their pre-existing health conditions. The COVID-19 emergency has

pushed homeless persons, including those with disabilities, to seek shelter and

support, overcrowding emergency shelters and spreading the virus. People who

cannot comply with physical distancing due to their living arrangements are also

in a disadvantaged situation.

What Is Special About Special Education? Special education is governed by

federal law in most educational jurisdictions. Under Individuals with Disabilities

Education Act (IDEA), Special Education is defined as: Specially designed

instruction, at no cost to parents, to meet the unique needs of a child with a

disability, (Watson, S., 2010).

Special education is in place to provide additional services, support,

programs, specialized placements or environments to ensure that all students'

educational needs are provided for. Special education is provided to qualifying

students at no cost to the parents. There are many students who have special

learning needs and these needs are addressed through special education. The

range of special education support will vary based on need and educational

jurisdictions. Each country, state or educational jurisdiction will have different

policies, rules, regulations and legislation that governs

what special education is, (Gersten, R. & McLeskey, J., 2017).

Development of the Field of Special Education. At its inception in the early

nineteenth century; leaders of social change set out to cure many ills of society.
Physicians and clergy, including Itard, Edouard O Seguin (1812—1880), Samuel

Gridley Howe (1801—1876), and Thomas Hopkins Gallaudet (1787—1851),

wanted to ameliorate the neglectful, often abusive treatment of individuals with

disabilities, (Otterman, S., 2010).

What is a Special Education Teacher? A special education teacher is a teacher

who works specifically with children with special needs. They can work in either

a public or private school system. They work with and support special education

children of varying degrees and abilities. Special education teachers are

responsible for determining the child's needs and abilities, and then creating an

Individualized Education Program (LEP) for them. They also are responsible for

creating lessons, preparing work, and grading papers. They work general school

hours. but often spend nights and weekends of their own time on schoolwork,

these teachers often work closely with general education teachers, occupational

therapists, physical therapists, counselors, psychologists, and social workers. Co-

teaching is important in order to successfully support a special education pupil.

Needs Assessment of Special Education Teachers. Needs assessment of special

education teachers is fundamental in order dig down deeper and to turn inside

out their needs and be addressed in due time before it can cause detrimental

effect to special education pupils, (Wilmshurst, L., and Brue, A. W., 2018).

There are myriad of things an assessor should know from a special

education teacher or there are numerous things a special education teacher

should know and should do. Some of these are identified here. For instance, as a
special education teacher, one should evidently show, manifest or observe the

following: (l) Giving one's time, talents and effort to children with special needs.

(2) It also means going beyond normal tasks of a teacher since you should

address their need not only. (3) academic but also the personal aspect of the

pupils. (4) I'm referring to those with disabilities. As for those gifted, additional

activities should be given for enrichment. (5) For both types of pupils/children,

the SPED teacher must endeavor to help them develop their full potential. (6) To

be a special education teacher means to be a psychologist- you should be able to

adjust to the different behaviors of each pupil. (7) To be a very understanding

teacher — you should understand their words (pupils could utter words which

are not good to your ears) You should have patience too so that you can still go

back to the classroom tomorrow to face another challenge. (8) Use teaching

strategies and skills development activities to meet the students' needs. (9)

Special education teacher is patient, kind, and understanding. Should possess all

the characteristics traits and have loved to teach these children. (10) Ready to

serve the children without expecting any return. (l l) Must be workaholic and

resourceful. (12) Special Education teacher means being versatile. (13) A SPED

teacher is a teacher who shows interests, sacrifices to support pupils/learners

with special needs. (14) He /She looks for appropriate materials/proper teaching

strategies and other activities to meet the needs of the learners. Assists the

regular teacher in providing materials to advance the learner's training and

education. (15) Being a SPED teacher is not simply a profession to embrace but
more of a mission and a vocation. (16) It entails a lot of loving, sacrificing,

understanding and learning. Helping a special child achieve his/her milestones,

no matter how small, is not only very rewarding but more of soul-gratifying,

(17), Being a SPED teacher means teaching with the heart. And, (17) a SPED

teacher is a teacher with a wider patience in handling special children (UNESCO,

2014).

One special education teacher may master principles, philosophies,

methods and strategies of teaching. One maybe an outstanding teacher but if one

has no love for these children, then one maybe frustrated. For being a SPED

teacher is the true essence of teaching, transforming what seems to be useless

into useful citizens, (Peterson, Donna J., Alexander Greg R., 2011).

Thus, there are good reasons to employ assessment on Special Education

teachers to see quantitatively and qualitatively their inert potential or their

dynamic personalities as regards to possessing better characteristics towards

teaching special education pupils, (Silicon Valley, United Way. "Aspirational

Goals". Retrieved 20 September 2012).

In the Philippines, needs assessment for Special Education teachers is in

high demand considering the fact that similar to other countries or even more

challenging, Philippines has also a considerable number of children with special

needs. As singled out by the putative Special Education Act of 2007, there are ten

groups of Children with Special Needs (CSNs) (Sec. 4, paragraph. f) in the

Philippines. These are: (1) gifted children and fast learners; (2) mentally
handicapped/mentally retarded; (3) visually impaired; (4) hearing impaired; (5)

children with behavior problems; (6) orthopedically handicapped; (7) children

with special health problems; (8) children with learning disabilities (perceptual

handicap, brain injury, minimal brain dysfunction, dyslexia and developmental

aphasia): (9) speech impaired; and (10) persons with autism.

In respond to this, DepEd Order No. 27, s, 1997, mandates that all

divisions should organize at least one SPED Center to cater children with special

need in order to address its ultimate goal of special education in the public

schools. According to the Special Education Division of DepEd, its ultimate goal

is to speed up the integration or the mainstreaming of learners with special needs

into the regular school system and eventually into the community, (FduPhil.org

Forum, 2011).

Legal Basis on the Institutionalization of SPED Schools/Classes in the

Philippines. The legal bases herein enumerated are the driving forces on the

operations of SPED schools/classes in the Philippines. (1) DECS Order No. 1, s.

1997 - Organization of a Regional SPED Unit and Designation of Regional

Supervisor in-charge of Special Education. (2) DECS Order No. 14, s. 1993 -

Regional Special Education Council. (3) DECS Order No, 26, s. 1997 -

Institutionalizing of SPED Programs in All Schools. (4) DECS Order No. 5, s. 1998

- Reclassification of Regular Teacher and Principal Items to Special Education

Teacher and Special School Principal Items. (5) DECS Order No.11, s. 2000 -

Recognized Special Education (SPED) Centers in the Philippines. (6) Republic

Act (RA) No. 7277 - an act providing for the rehabilitation, self-development and

self-reliance of disabled persons and their integration into the mainstream of

society and for other purposes.

These legal bases are implementing guidelines for the Department of Education

to be more effective and efficient in realizing the goals of special education in the

Philippines. This legal basis can also be used as working principles in identifying

the needs of Special Education teachers in their profession as the new normal in

education takes place. That by the use of the assessment results, courses of

actions can be formulated and be implemented to address the existing needs of

Special Education teachers.

Although, there are many learning modalities introduced to addressed the

learning needs of SPED students on the height of this new normal education due

to COVID19. The effect of this new set-up to students with special needs is still

questionable, whether it is a successful and fruitful one or a downturn effort only

by the government. This study will solely identify the existing needs of teacher

and will not measure the effect of this assessment survey to students

performace.
 CHAPTER III

RESEARCH METHODOLOGY

This chapter contains the research design, research environment, research

participants, sampling technique, research instrument, data gathering procedure,

data analysis, and ethetical consideration.

Research Design

This study utilized the qualitative type of research. Qualitative research is

a method of inquiry employed in many different academic disciplines.

Qualitative researchers aim to gather an in-depth understanding of human

behavior and the reasons that govern such behavior. The qualitative method

investigates the why and how of decision making, not just what, where, when.

Hence, smaller but focused samples are more often used than large samples,

(Denzin, Norman K. & Lincoln, Yvonna S. (Eds.), 2011).

 The guarantee of the writers on the validity or trustworthiness, credibility

and/or dependability of the data will be their prolonged engagement, familiarity

and friendship with the respondents, (Mertens, D. M., 2014).

Research Environment

The researcher will conduct her study into the two SPED centers of the

municipality of Aurora, Province of Zamboanga del Sur wherein their

respondents are the teachers of the said school. The SPED centers coexist in the

East and West district of Aurora.

The SPED centers in Aurora caters not only the necessities of children that are

fast learners but they also accommodate the learning needs of children with

disabilities with the help of their competent teachers, supportive parents and

well-rounded principals.

Aurora Regional Pilot School- Sped Center. The school building is nearly

separated from Aurora Regional Pilot School and known as one of the best

schools of the province Zamboanga del Sur. It is bounded by Zamboanga Del Sur

Provincial Government College, Aurora Regional Hospital in the Northside,

Aurora Pioneers memorial College in the West, The Municipal Hall in the East

and the residential area in the south.

Monte Alegre Integrated School. The school was built to meet the pressing

educational training demands of the parents of children in barangay Monte

Alegre, Aurora, Zamboanga del Sur who have difficulties in sending their

children to private schools. It is located Northwest of barangay Monte Alegre of

the town Aurora and covers two hectares of land in the said barangay. It is

situated approximately 14 kilometers away from Poblacion, Aurora and it takes

20 minutes ride at an average speed from Poblacion, Aurora to Monte Alegre.

Research Participants

The participants of the study are the SPED teachers who are currently

very active and dedicated in teaching in both SPED Centers of Aurora,

Zamboanga del Sur.

Sampling Technique

Purposive Sampling (PS) will be the sampling technique of this study.

This sampling procedure is considered because all of the SPED teachers of the

SPED centers will be taken as respondents of this research. A purposive sample,

also commonly called a judgmental sample, is one that is selected based on the

knowledge of a population and the purpose of the study. The subjects are

selected because of some characteristic, (Crossman, Ashley, 2014).

 Purposive sampling is used because of the limited number of the

population under the study in addition to the researcher’s purpose of eliciting

authentic data from reliable respondents.

The Instrument

The instrument used in this study is the questionnaire checklist with the

following parts:

1. Part I, seeks to gather relevant information about the profile of the

participants.

2. Part II, is designed to elicit their opinion/feelings towards this new

normal in education.

3. Part III, intends to gather data about their existing needs with regards to

the learning modalities of their pupils.

Data Gathering Procedure

The data gathering procedure of this study involves seeking permission from the

School District Supervisor of Aurora East and West District, then finally, from

the School Head of the SPED centers. After which all the permissions were
sought, the researcher will made an appointment with the principal as to the date

of the actual launching of this study.

The researchers will personally distribute the questionnaires to the respondents.

Stayed within the vicinity where the respondents accomplished the research tool.

Entertain the respondents query. Retrieve the questionnaires. Do the tallying,

organized the data, analyzed and interpreted the data qualitatively.

Ethical Consideration in Qualitative Research

Social research should be ethical in the collection of data in the process of

analyzing the data, and in the dissemination of findings. Researchers are

expected to respect the rights and dignity of those who participate in the research

projects, avoid any harm to the participants arising from their involvement in the

research and most of all operate with honesty and integrity. (Denscombe, L &

Creswell, J. W., 2017).

These principles stem from the 'belief that people should be protected

from research who might be tempted to use means available to advance the state

of knowledge on a given topic. The principles rest on the assumptions that

researchers no privileged position in society that justifies them pursuing their

interest at the expense of those they are studying no matter how valuable they

hope the findings might be.

 There are practical reasons why social researchers used to adopt an ethical

approach to the investigation. Protection to the public from the unscrupulous

collection and use of data has become enshrined in legislation. Prompted by the

potential of computers to store and process vast quantities of personal data, and

given further impetus by the growth of the internet.

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during COVID-19 crisis in Iran: opportunity or challenge. Disaster

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Altschuld, J. W. (2010). The Needs Assessment KIT. (ed.). Thousand Oaks, CA:

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