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p-Index From 2021 - 2026
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All Journal International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE) Journal of Elementary and Secondary School (JESS)
Lerma P Buenvinida
Laguna State Polytechnic University
Humanities Education Social Sciences Other

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A Phenomenological Studies of Special Education Teachers and Parents Lived Experiences In Upholding Learners With Disability (Lwd) In Transition Program During Pandemic Sheila J Villareal; Francisco P Panopio Jr; Consortia S Tan; Marcial M Bandoy; Lerma P Buenvinida
International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 2 (2022): October
Publisher : Faculty of Teacher Training and Education, Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ijtaese.v4i2.1116

Abstract

The implementation of a transition program for special education students is hardcore during face-to-face and it became more difficult to implement during distance education. The research aimed to explore the essence of the experiences of Special Education (SPED) teachers and parents under the transition curriculum. This study utilized qualitative design. Particularly, this study employed a phenomenological research design. The participants of this study were eight (8) parents having LWD at home enrolled in the school SY 2021-2022 under Special Education Program and five (5) SPED teachers. The information and replies of the participants were gathered using a semi-structured interview guide. Coding and triangulation were done to analyze and identify the emerging theme. The emerging themes for the teachers lived experiences revealed flexibility and adaptability in times of pandemic, the power of communication, and effective problem-solving strategies. For the parents, the main themes that emerged from their testimonies were the needs for assistance and parent as a manager. The findings also revealed that all problems related to the transition curriculum were addressed and solved by teachers and parents by working with each other. Knowing how parents struggles due to their work and parental roles helped the teachers to understand them and help them build a strong relationship based on trust and understanding. The researcher recommended that the school may intensify the relationship between the teachers and parents by improving communication, collaboration, and cooperation between them. To help the parents more in assisting their kids, parenting techniques, mentoring, and coaching programs may be provided.
A Grounded Theory Approach in Understanding the Experiences and Dilemma of Non-Readers in Basic Education Marife A Abejuela; Alberto D Yazon; Lerma P Buenvinida; Karen A Manaig; Marcial M Bandoy
Journal of Elementary and Secondary School Vol. 3 No. 1 (2025): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v3i1.2737

Abstract

Over the past few years, a reading problem still exists despite the different reading programs and projects implemented all over the Philippines. None of the implemented programs tells what teachers, parents, and school administrators must do to uplift students’ reading skills. As stated in the DepEd Order no. 001 s. 2024, the Department’s current initiatives aim to improve learners’ academic performance, especially considering the low reading proficiency levels indicated by national and international large-scale assessments. These results highlight the urgent need to address learning gaps and enhance reading skills for all students. This study aimed to understand the experiences and dilemmas of non-readers in basic education in the Schools Division of Calamba City. The study applied a qualitative research design and followed the grounded theory research process. The researcher conducted face-to-face interviews to gather information on six (6) pupils from Grade 4 from two different public schools in the Division of Calamba City. A face-to-face interview was conducted to gather data from the participants over two weeks. The first round of interviews per participant lasted for 12-15 minutes and was recorded using a mobile phone.  A second round of interviews was conducted with the participants to determine whether any patterns in their demographic profile could impact their reading abilities. Our findings showed that parental involvement and teacher support were the most crucial aspects to overcome absenteeism, a problem that mostly hampered reading performances for non-readers in context. Thus, Educational leaders must provide the support system needed by schools and communities to meet the expectations of providing literate learners. Developing countries like the Philippines need a holistic approach from the community, school, and education leaders to fully establish the desired goals of the new MATATAG agenda of the Department of Education.
Co-Authors Alberto D Yazon Consortia S Tan Francisco P Panopio Jr Karen A Manaig Marcial M Bandoy Marife A Abejuela Sheila J Villareal