Research Article

Inclusivity to children with disabilities for sustainable learning: Case study of special education teachers in General Santos City, Philippines

Princess Rose Gulanday 1 , Shyndylou Pandayan 1 , Cathy Mae Dabi Toquero 1 2 * , Dickson Adom 3
More Detail
1 College of Education, Mindanao State University-General Santos, General Santos, PHILIPPINES2 Fakultas Psikologi, Universitas Negeri Malang, Malang, INDONESIA3 Kwame Nkrumah University of Science and Technology, Kumasi, GHANA* Corresponding Author
International Journal of Professional Development, Learners and Learning, 8(2), 2026, e2619, https://doi.org/10.30935/ijpdll/19666
Submitted: 26 February 2026, Published: 25 October 2026
OPEN ACCESS   12 Views   5 Downloads
Download Full Text (PDF)

ABSTRACT

Special education (SPED) teachers circumnavigate suitable pedagogies to cater to the educational needs of children with disabilities and to foster inclusivity during a crisis in learning. This research explores the difficulties, pedagogy, and inclusivity from the vantage point of SPED teachers. Using a qualitative case study design, the researchers gathered data from 12 purposively selected SPED teachers through a one-on-one interview conducted via face-to-face and online in three public elementary schools. The data responses from the participants were analyzed through the utilization and guidance of a thematic data framework. The findings indicate that SPED teachers experienced interconnected challenges in providing effective instruction in remote learning. The pedagogies of SPED teachers solely rely on fostering individualized and contextualized educational plans, distribution of modified learning modules, integration of educational technology, and home visitation of children with SPED. SPED teachers shared the concept of inclusivity, which includes promotion or provision of equal treatment and opportunities to learners with disabilities, inclusivity is experimental, consistency of inclusive practices, and innovative strategies for inclusion. An emergency preparedness plan may minimize the difficulties in teaching students with special needs during a crisis, while an emergency recovery plan with disability tracking and monitoring system integrated with assistive technologies can favorably address the needs of children with disabilities after a crisis. It is recommended to strengthen the stakeholders’ engagement to support SPED as it is a vital component to establishing the learning welfare of students with special needs and disabilities.
Keywords: pedagogy, assistive technology, inclusivity, crisis learning, special education

CITATION (APA)

Gulanday, P. R., Pandayan, S., Toquero, C. M. D., & Adom, D. (2026). Inclusivity to children with disabilities for sustainable learning: Case study of special education teachers in General Santos City, Philippines. International Journal of Professional Development, Learners and Learning, 8(2), e2619. https://doi.org/10.30935/ijpdll/19666

REFERENCES

  1. Ainscow, M., & Haile-Giorgis, M. (1999). Educational arrangements for children categorized as having special needs in Central and Eastern Europe. European Journal of Special Needs Education, 14(2), 103-121. https://doi.org/10.1080/0885625990140201
  2. Ainscow, M., Dyson, A., & Weiner, S. (2013). From exclusion to inclusion: Ways of responding in schools to students with special educational needs. CfBT Education Trust. https://files.eric.ed.gov/fulltext/ED546818.pdf
  3. Aldousari, A., & Yuan, W. (2024). Teachers’ perceptions, attitudes and knowledge of online learning for students with disabilities in Saudi Arabia. Journal of Education and E-Learning Research, 11(3), 473-480. https://doi.org/10.20448/jeelr.v11i3.5829
  4. Allam, F. C., & Martin, M. M. (2021). Issues and challenges in special education: A qualitative analysis from teachers’ perspective. Southeast Asia Early Childhood Journal, 10(1), 37-49. https://doi.org/10.37134/saecj.vol10.1.4.2021
  5. Amadeo, K. (2021). What is educational equity, and why does it matter? The Balance. https://www.thebalance.com/equity-in-education-4164737
  6. Archambault, L., & Crippen, K. (2009). K-12 distance educators at work: Who’s teaching online across the United States. Journal of Research on Technology in Education, 41(4), 363-391. https://doi.org/10.1080/15391523.2009.10782535
  7. Besser, A., Lotem, S., & Zeigler-Hill, V. (2022). Psychological stress and vocal symptoms among university professors in Israel: Implications of the shift to online synchronous teaching during the COVID-19 pandemic. Journal of Voice, 36(2), 291.e9-291.e16. https://doi.org/10.1016/j.jvoice.2020.05.028
  8. Börnert-Ringleb, M., Casale, G., & Hillenbrand, C. (2021). What predicts teachers’ use of digital learning in Germany? Examining the obstacles and conditions of digital learning in special education. European Journal of Special Needs Education, 36(1), 80-97. https://doi.org/10.1080/08856257.2021.1872847
  9. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  10. Burns, M. (2023). Distance education for teacher training: Modes, models and methods. Education Development Center.
  11. Cachón-Zagalaz, J., Sánchez-Zafra, M., Sanabrias-Moreno, D., González-Valero, G., Lara-Sánchez, A. J., & Zagalaz-Sánchez, M. L. (2020). Systematic review of the literature about the effects of the COVID-19 pandemic on the lives of school children. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.569348
  12. Clarke, V., & Braun, V. (2017). Thematic analysis. The Journal of Positive Psychology, 12(3), 297-298. https://doi.org/10.1080/17439760.2016.1262613
  13. Cornell, H. R., & Sayman, D. M. (2021). “Building the plane while trying to fly:” exploring special education teacher narratives during the COVID-19 pandemic [Paper presentation]. The AERA Annual Meeting. https://doi.org/10.3102/1681304
  14. Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P. A., & Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning and Teaching, 3(1), 9-28. https://doi.org/10.37074/jalt.2020.3.1.7
  15. Crowe, S., Cresswell, K., Robertson, A., Huby, G., Avery, A., & Sheikh, A. (2011). The case study approach. BMC Medical Research Methodology, 11, Article 100. https://doi.org/10.1186/1471-2288-11-100
  16. Dai, Y., Luo, J., & Ni, C. (2026). Exploring the relationship between perceived social support and psychological resilience among Chinese adolescents in post-pandemic online learning contexts: The mediating role of loneliness. INQUIRY: The Journal of Health Care Organization, Provision, and Financing, 63, 00469580261422592. https://doi.org/10.1177/00469580261422592
  17. Dube, B. (2020). Rural online learning in the context of COVID 19 in South Africa: Evoking an inclusive education approach. REMIE: Multidisciplinary Journal of Educational Research, 10(2), 135-157. https://doi.org/10.17583/remie.2020.5607
  18. Fisher, K. M., Standridge, K. E., Echezabal, L. M., Grice, E. G., & Greer, A. (2024). The pandemic experiences of special education teachers in Georgia: A mixed methods study. The Journal of Special Education, 58(3), 161-170. https://doi.org/10.1177/00224669241232155
  19. Florian, L., & Beaton, M. (2018). Inclusive pedagogy in action: Getting it right for every child. International Journal of Inclusive Education, 22(8), 870-884. https://doi.org/10.1080/13603116.2017.1412513
  20. Gelir, I., & Duzen, N. (2022). Children’s changing behaviours and routines, challenges and opportunities for parents during the COVID-19 pandemic. Education 3-13, 50(7), 907-917. https://doi.org/10.1080/03004279.2021.1921822
  21. Glessner, M. M., & Johnson, S. A. (2020). The experiences and perceptions of practicing special education teachers during the COVID-19 pandemic. The Interactive Journal of Global Leadership and Learning, 1(2), Article 4. https://doi.org/10.55354/2692-3394.1013
  22. Gunn, M. (2018). Equity in education: Defining equity, equality, and standardization. ImpactTulsa. https://www.impacttulsa.org/2019/11/26/impacttulsa-equity-in-education-defining-equity/
  23. Heather, N. (2022). Special education resources for teachers to use during distance learning. Azusa Pacific University. https://www.apu.edu/articles/special-education-resources-to-use-during-distance-learning/
  24. Kilag, O. K., Torres, J. L., Mira, J. P., Ramas, G. P., & Peranco, R. E. (2025). The state of special education in the Philippines: Challenges and opportunities for inclusive practices. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence, 2(2), 116-122.
  25. Kozleski, E. B. (2020). Disrupting what passes as inclusive education: Predicating educational equity on schools designed for all. The Educational Forum, 84(4), 340-355. https://doi.org/10.1080/00131725.2020.1801047
  26. Lambert, D. C., & Dryer, R. (2018). Quality of life of higher education students with learning disability studying online. International Journal of Disability, Development and Education, 65(4), 393-407. https://doi.org/10.1080/1034912X.2017.1410876
  27. Malm, B. J. (2019). Benefits of modifications and accommodations training [Master’s thesis, Northwesten College].
  28. Manning, J. (2017). In vivo coding. In The international encyclopedia of communication research methods. Wiley. https://doi.org/10.1002/9781118901731.iecrm0270
  29. McClain-Nhlapo, C., & d’Addio, A. (2020). Emerging from COVID-19 pandemic: A social inclusion approach to educating learners with disabilities. World Education Blog. https://www.inclusive-education-initiative.org/blog/emerging-covid-19-pandemic-social-inclusion-approach-educating-learners-disabilities
  30. Mier, A., & Quezada, R. (2024). Teaching in an extra mile: “Tinguha” – A look at the experiences of special education teachers in the new normal. European Journal of Special Education Research, 10(8), 17-40. https://doi.org/10.46827/ejse.v10i8.5704
  31. Morando-Rhim, L., & Ekin, S. (2021). How has the pandemic affected students with disabilities. A review of the evidence to date. Center on Reinventing Public Education. https://crpe.org/how-has-the-pandemic-affected-students-with-disabilities-a-review-of-the-evidence-to-date/
  32. Murez, J. (2022). COVID-19 challenges hit special ed teachers especially hard. Oregon News. https://around.uoregon.edu/content/covid-19-challenges-hit-special-ed-teachers-especially-hard
  33. Murillo-Jiménez, H., Centeno-Alarcón, M., Buele, J., & Yumbla, F. (2025). Analyzing barriers to the effective implementation of technological tools in inclusive education: A scoping review. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1687664
  34. Navas-Bonilla, C. D. R., Guerra-Arango, J. A., Oviedo-Guado, D. A., & Murillo-Noriega, D. E. (2025). Inclusive education through technology: A systematic review of types, tools and characteristics. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1527851
  35. OECD. (2023). Education at a glance 2023: OECD indicators. OECD Publishing. https://doi.org/10.1787/e13bef63-en
  36. OECD. (2025). Education policy outlook 2025: Addressing equity and digital learning gaps. OECD. https://www.oecd.org/en/publications/education-policy-outlook-2025_c3f402ba-en.html
  37. Öhrstedt, M., Käck, A., Reierstam, H., & Ghilagaber, G. (2024). Studying online with special needs: A student perspective. Journal of Research in Special Educational Needs, 24, 771-785. https://doi.org/10.1111/1471-3802.12670
  38. Olaniran, S.O., & Uleanya, C. (2021). The effects of COVID-19 on international students in South Africa. International Journal of Innovation, Creativity and Change, 15(4), 41-53.
  39. Ondrasek, N. (2020). Home-school partnerships key to supporting students with disabilities. Learning Policy Institute. https://learningpolicyinstitute.org/blog/covid-home-school-partnerships-key-supporting-students-disabilities
  40. Parmar, R. (2021). Supporting families of students with special education needs during the pandemic school closures. Rockefeller Institute of Government. https://rockinst.org/blog/supporting-families-of-students-with-special-education-needs-during-the-pandemic-school-closures/
  41. Parmigiani, D., Benigno, V., Giusto, M., Silvaggio, C., & Sperandio, S. (2021). E-inclusion: Online special education in Italy during the COVID-19 pandemic. Technology, Pedagogy and Education, 30(1), 111-124. https://doi.org/10.1080/1475939X.2020.1856714
  42. Pellerone, M. (2021). Self-perceived instructional competence, self-efficacy and burnout during the COVID-19 pandemic: A study of a group of Italian school teachers. European Journal of Investigation in Health, Psychology and Education, 11(2), 496-512. https://doi.org/10.3390/ejihpe11020035
  43. Plaza, R. C. O., & Jamito, K. O. (2021). Financial conditions and challenges among public school teachers: Its implication to their personal and professional lives. The International Journal of Humanities & Social Studies, 9(4), 178-186. https://doi.org/10.24940/theijhss/2021/v9/i4/HS2104-049
  44. Rasmitadila, R., Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90-109. https://doi.org/10.29333/ejecs/388
  45. Rev, F (2020). A guide to the individualized education program. US Department of Education. https://www2.ed.gov/parents/needs/speced/iepguide/index.html
  46. Ricee, S. (2022). What is inclusivity? Meaning, examples and a participation test. Diversity for Social Impact. https://diversity.social/inclusivity/
  47. Ricoy, M. C., Fernández-Prados, V., & Delgado-Parada, J. (2025). ICT use by educators for addressing diversity. Information, 16(8), Article 634. https://doi.org/10.3390/info16080634
  48. Sakarneh, M. (2023). Teachers’ attitudes towards the rights of students with special education needs during the COVID-19 pandemic. Center for Educational Policy Studies Journal, 13(2), 143-162. https://doi.org/10.26529/cepsj.1155
  49. Schuck, R. K., & Lambert, R. (2020). “Am I doing enough?” Special educators’ experiences with emergency remote teaching in spring 2020. Education Sciences, 10(11), Article 320. https://doi.org/10.3390/educsci10110320
  50. Simó-Pinatella, D., Goei, S. L., Carvalho, M., & Nelen, M. (2022). Special education teachers’ experiences of addressing challenging behaviour during the pandemic. European Journal of Special Needs Education, 37(6), 907-920. https://doi.org/10.1080/08856257.2021.1963152
  51. Supratiwi, M., Yusuf, M., & Anggarani, F. K. (2021). Mapping the challenges in distance learning for students with disabilities during COVID-19 pandemic: Survey of special education teachers. International Journal of Pedagogy and Teacher Education, 5(1), 11-18. https://doi.org/10.20961/ijpte.v5i1.45970
  52. Talaman, J., & Toquero, C. M. (2024). Social justice in designing AI chatbots for people with disabilities. Jozac Academic Voice, 4(1), 24-25.
  53. Terry, C. (2020). What is a special education teacher? Noodle.com. https://resources.noodle.com/articles/what-is-a-special-education-teacher/
  54. Toquero, C. M. D. (2020). Inclusion of people with disabilities amid COVID-19: Laws, interventions, recommendations. Multidisciplinary Journal of Educational Research, 10(2), 158-177. https://doi.org/10.17583/remie.2020.5877
  55. Toquero, C. M. D. (2021). ‘Sana all’ inclusive education amid COVID-19: Challenges, strategies, and prospects of special education teachers. International and Multidisciplinary Journal of Social Sciences, 10(1), 30-51. https://doi.org/10.17583/rimcis.2020.6316
  56. Toquero, C. M. D., & Talidong, K. J. (2020). Webinar technology: Developing teacher training programs for emergency remote teaching amid COVID-19. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(3), 200-203. https://doi.org/10.30476/ijvlms.2020.86889.1044
  57. UNESCO. (2020). COVID-19 educational disruption and response. UNESCO. https://en.unesco.org/news/covid-19-educational-disruption-and-response
  58. UNESCO. (2021). Understanding the impact of COVID-19 on the education of persons with disabilities: Challenges and opportunities of distance education: Policy brief. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000378404
  59. UNESCO. (2024). Global education monitoring report 2024/5: Leadership in education. UNESCO Publishing. https://doi.org/10.54676/ZNLI9227
  60. UNICEF. (2017). Inclusive education. Including children with disabilities in quality learning: What needs to be done? UNICEF. https://www.unicef.org/eca/sites/unicef.org.eca/files/IE_summary_accessible_220917_brief.pdf
  61. University of Oregon. (2022). COVID-19 challenges hit special ed teachers especially hard. University of Oregon. https://news.uoregon.edu/content/covid-19-challenges-hit-special-ed-teachers-especially-hard
  62. VanWynsberghe, R., & Khan, S. (2007). Redefining case study. International Journal of Qualitative Methods, 6(2), 80-94. https://doi.org/10.1177/160940690700600208
  63. Wabingga, R. J. (2025). SPED teachers: The stories of their struggles in the new normal education. Journal of Interdisciplinary Perspectives, 3(5), 337-345. https://doi.org/10.69569/jip.2024.678
  64. Waitoller, F. R. (2020). Chapter 6 why are we not more inclusive? Examining neoliberal selective inclusionism. In C. Boyle, J. Anderson, A. Page, & S. Mavropoulou (Eds.), Inclusive education: Global issues and controversies (pp. 89-107). Brill. https://doi.org/10.1163/9789004431171_006
  65. Walker, T., (2018). #OutOfMyPocket: Educators speak out on buying their own school supplies. National Education Association. https://www.nea.org/nea-today/all-news-articles/outofmypocket-educators-speak-out-buying-their-own-school-supplies
  66. Zaheer, M., & Munir, S. (2020). Research supervision in distance learning: Issues and challenges. Asian Association of Open Universities Journal, 15(1), 131-143. https://doi.org/10.1108/AAOUJ-01-2020-0003
  67. Zawadka, J., Miękisz, A., Nowakowska, I., Plewko, J., Kochańska, M., & Haman, E. (2021). Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic. Education and Information Technologies, 26, 6973-6994. https://doi.org/10.1007/s10639-021-10559-3
  68. Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. Journal of Risk and Financial Management, 13(3), 55. https://doi.org/10.3390/jrfm13030055