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All Journal Journal of Education and Learning (EduLearn)
Labarrete, Rufo A.
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Humanities Education Library & Information Science Social Sciences Other

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Exploring the lived experiences of the persons deprived of liberty enrolled in alternative learning system Labarrete, Rufo A.; Tiopes, Jocylen A.
Journal of Education and Learning (EduLearn) Vol 19, No 2: May 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i2.21315

Abstract

The Philippines government adheres to a system of Education for all (EFA). Thus, it created the alternative learning system (ALS) as an alternative system of education to reach out Filipinos who were unable to complete the prescribed basic education cycle for various reasons. This study explored the lived experiences of the persons deprived of liberty (PDLs) as enrollees of the ALS behind bars program. It utilized the trancendental phenomenology as its design and employed eight purposively chosen participants through inclusion criterion. Data was gathered through focus group discussion and analyzed using Stevick-Colaizzi-Keen framework. Three themes emerged following the statement of problem: lived experiences of the PDLs as enrollees of the ALS Behind Bars program, meaning of the PDLs’ attendance to the program, and their recommendations to further improve the delivery of the existing and prospective ALS programs intended for the PDLs. Taking things holistically, the current program is positively perceived by the PDLs. Thus, the need for the government to sustain the program to ensure the holistic transformation of the PDLs enrolled in the program through this alternative learning delivery, which, in turn, is direly needed as they eventually join the mainstream society.
SPEDIR instructional framework as classroom accommodation model for learners with mild-hearing impairment Labarrete, Rufo A.; Acerden, Ma. Venus E.; Gillo, Mariano D.
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.21318

Abstract

This study developed an instructional framework useful as a model for teaching mainstreamed learners with mild-hearing impairment. It was designed based on the customary and innovative practices of the teachers handling these learners and, on the provisions, outlined in RA 11650, the so-called beacon of hope among Filipino learners with disabilities. The descriptive survey was utilized as its design and data was gathered from 12 purposively chosen participants using the semi-structured interview guide. Data was analyzed using Saldaña’s framework for analyzing qualitative data sets. Findings revealed textual and visual cues as learning aids, tangible instructional tools, and technology-enriched tools as their customary instructional practices, while observational learning, language signing, and parental collaboration as their innovative practices. Overall, it is categorical to claim that these practices are anchored on the sensory integration theory (SIT) that is operationalized through a multisensory teaching model. While commendable, this does not respond to materializing existing provisions in RA 11650. Thus, search, provide, deliver, exhaust, introduce innovative practices, and repeat the entire process (SPEDIR) model was conceptualized to harmonize these practices and the provisions from the legal mandate. The researchers recognize that the model be subjected for field validation.
Co-Authors Acerden, Ma. Venus E. Gillo, Mariano D. Tiopes, Jocylen A.