Told the Untold Accounts of the Senior High School Learners with Disabilities (LWDs): Bases for Equitable Pedagogical Interventions

Abstract

This qualitative study aimed to collect and analyze the narratives and stories of the senior high school learners with disabilities of Leonora S. Salapantan National High School. The key informants were purposively chosen and identified as learners with disabilities. Using the content analysis method, this study examined and analyzed the narratives and stories of the of the learners with disabilities in this time of pandemic. The data were collected over a certain period of time using interviews and the themes were drawn using open and selective coding. The results showed that the basic services that the learners with disabilities needed most were free transportation, home visitation from the teachers and advisers for their progression of learning and competency to read and write. The difficulties and challenges that the senior high school learners with disabilities in learning and instruction in this time of pandemic were lack of learning resources, money, and difficulty to avail quality of education without the help of the teachers who can assist them to understand the modular activities. The innovative programs of the school such as the LSSNHS Project Read Program, has to report, asses and evaluate the learners with disabilities and those learners who are struggling and those have reading difficulties progression in reading and comprehension skills development should be overseen and given importance. This program shall craft localized reading modules intended for the learners with disabilities who have reading difficulties. Moreover, the craftsmanship of the proposed “THREE Rs’ Innovation must be seriously and diligently planned, tackled and implemented. And, the plead of the learners with disabilities of free transportation in all public vehicles must be given attention and taken action wholeheartedly and collectively. It is hoped therefore, that with a clear roadmap for the bases for equitable pedagogical interventions for the school’s academic development to be more inclusive and quality.