Adapting Modular Distance Learning for Learners with Special Needs: Insights from SPED Center During the Pandemic

Glennah Marie Mondares, Hannah Macasil, Myla Lepon-Ybanez, Lilibeth Pinili

Abstract

This study examined the implementation of Modular Distance Learning (MDL) for Learners with Special Educational Needs (LSENs), focusing on perceptions from both teachers and parents. Using a quantitative approach, the study assessed key aspects of MDL, including module preparation, distribution and retrieval, and the monitoring of LSENs' learning progress. The results showed that both teachers and parents rated the implementation of MDL as "Highly Implemented" across these areas, with an aggregate weighted mean indicating strong agreement on its effectiveness. No significant differences were found between the perceptions of teachers and parents regarding the MDL process, demonstrating strong alignment and collaboration between both groups. However, some areas for improvement were identified, particularly in ensuring timely module retrieval and the consistent acquisition of expected competencies by LSENs. The findings underscore the importance of continued communication and support between teachers and parents to enhance the MDL system and better support LSENs in a distance learning environment.

https://doi.org/10.22039/wjher.4.3

Keywords

Modular Distance Learning (MDL), Learners with Special Educational Needs (LSENs), module preparation, module distribution

full textpdf

Journal:  World Journal on Education and Humanities ResearchVolume (Issue): 4(3)DOI: https://doi.org/10.22039/wjher.4.3Pages: 97-113Published: 09-013-2024Copyright: Copyright (c) 2024 Glennah Marie Mondares, Hannah Macasil, Myla Lepon-Ybanez, Lilibeth PiniliOpen access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteMondares, G.M., Macasil, H., Lepon-Ybanez, M., Pinili, L. (2024). Adapting Modular Distance Learning for Learners with Special Needs: Insights from SPED Center During the Pandemic. World Journal on Education and Humanities Research, 4(3), 97-113. https://doi.org/10.22039/wjher.4.3