Abstract
The key purpose of this study is to determine the functional skills of learners with special educational needs (LSENs) in terms of life skills, social skills and community-based learning skills in the identified schools in Toledo City Division. It employed both quantitative and qualitative research methods to assess the functional skills of LSENs amidst the pandemic as rated by the parents. The respondents were selected through purposive sampling technique. The study utilised an adapted the research tool. The findings show that most of the learners were aged 10 years old or older, male, non-graded and with intellectual disabilities, while most of the parents were poor, housewives and had a high school level. The result also revealed that parents rated LSENs with moderate functional skills. The challenges encountered by parents include lack of relevant training, lack of knowledge about child care and lacks of time. With this, the school administrators should design responses with specific contexts and consider implementation of the functional skills of learners. Hence, the adoption of the parental intervention plan for LSENs is recommended.
 Keywords: Functional skills, special educational needs, life skills, social skills, community-based learning skills.
Highlights
The COVID-19 pandemic has had a broad and profound impact on the educational system across the world
School closure might deteriorate the abilities and skills of learners with special educational needs (LSENs) which they had acquired over the years of attending numerous training in schools (Kim et al, 2021)
We present the gathered data regarding the functional skills of LSENs
Summary
The COVID-19 pandemic has had a broad and profound impact on the educational system across the world. The schools were closed to ensure the health and safety of the learners, teachers, administrators and school personnel (Kuhfeld et al, 2020). The schools’ closure happened in two ways; first, when the learners or school personnel were already infected to prevent further contamination. Closing the school to avoid the virus from entering the school premises (Mosites et al, 2020). School closure might deteriorate the abilities and skills of LSENs which they had acquired over the years of attending numerous training in schools (Kim et al, 2021). School closure has affected both regular learners and learners with special educational needs (LSENs)
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