Perspectives, Challenges and Coping Mechanisms of Special Education Teachers: Basis for an Enhanced Blended Learning Program

Teachers have been thriving to address educational battles in the new education shift. This study investigated the perspectives, challenges, and coping mechanisms of 15 special education (SPED) teachers in Sarangani, the Philippines, employing blended learning as a basis for an enhancement of the blended learning program. Purposive sampling was used in selecting the participants. A hermeneutic phenomenological research design was employed. An interview during the focus group discussion method was used to gather important data. The study used thematic coding called thematic analysis, which finds themes in a text by analyzing the meaning of words and sentence structure. The findings revealed that SPED teachers’ perspectives on blended learning are tough for teachers, parents, and learners, and it requires to support and a strong engagement between teachers and parents. Their challenges were inadequate training on blended learning, unstable internet connection during online instructions, and parents’ lack of instructional knowledge in remote teaching. SPED teachers coped by modifying learning activities to meet the unique needs of the learners and establishing a support system with other teachers in the district to gain new knowledge. The proposed work plan for enhancing the blended learning program is beneficial to support the special education teachers to improve blended learning instructions.