Remote Learning and Children with Intellectual Disabilities and Hearing Impairments: Parental Challenges and Coping Strategies

Authors

  • Frances Coleen Aquino StillWaters Educamp Academy Inc. & Clinical Research Unit https://orcid.org/0009-0000-3205-0895
  • Rhoane Claudine Estrella Philippine Normal University https://orcid.org/0009-0007-8809-058X
  • Ma. Patricia Nicole Castillo Philippine Normal University https://orcid.org/0009-0003-5589-2800
  • Christine Joy Villegas Philippine Normal University https://orcid.org/0009-0008-6880-4108
  • Zhanina Custodio Philippine Normal University https://orcid.org/0000-0002-5218-9947
  • Princess Zarla Raguindin Philippine Normal University https://orcid.org/0000-0002-2090-8660
  • Lawrence Meda Sharjah Education Academy https://orcid.org/0000-0002-9496-9132

DOI:

https://doi.org/10.6092/issn.1825-8670/18285

Keywords:

COVID-19, Emergency Remote Teaching, Children with Disabilities, Intellectual Disabilities, Hearing Impairments

Abstract

The COVID-19 pandemic has precipitated profound global transformations, and in the Philippines, Emergency Remote Learning (ERT) emerged as a vital response to address the educational needs of students during this crisis. While existing research has extensively examined the challenges faced by parents during ERT, limited attention was devoted to understanding the unique experiences of parents of children with intellectual disabilities (ID) and hearing impairments (HI). Using a qualitative descriptive case study within interpretative paradigm, this study aims to fill this gap by exploring the challenges encountered and coping strategies employed by 15 parents in the Philippines who have children with ID and HI. Findings illuminate the multifaceted challenges faced by parents, encompassing their roles as caregivers and facilitators of their children’s education. Moreover, it reveals the support mechanisms available to these parents, while also highlighting the pressing need for additional assistance to better meet the complex needs of these children. The research also identifies the most effective strategies employed by parents to navigate the challenges of remote learning. The results serve as a critical resource for parents, educators, and policymakers, providing a roadmap for enhancing the support system for families with children who have ID and HI, particularly during times of crisis.

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Published

2024-08-08

How to Cite

Aquino, F. C., Estrella, R. C., Castillo, M. P. N., Villegas, C. J., Custodio, Z., Raguindin, P. Z., & Meda, L. (2024). Remote Learning and Children with Intellectual Disabilities and Hearing Impairments: Parental Challenges and Coping Strategies. Encyclopaideia, 28(69), 111–126. https://doi.org/10.6092/issn.1825-8670/18285

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