Cross cultural approach: Lived experiences of children with special needs during pandemic in their family’s perspectives
List of Authors
  • Donna Lea P. Buendia

Keyword
  • lived experiences, pandemic, children with special needs

Abstract
  • The COVID-19 inexorably created too much havoc in our society and the educational system was not speared from the problem created by pandemic. Consequently, the child with special needs face more challenges in learning as compared to most children their age. This study looked into the cross-cultural comparison of the lived experiences of children with special needs in Philippines and India during the pandemic through the perspectives of their family members. The participants of the study were consisted of eight (8) family members of children with special needs, four (4) Filipino participants and an equal number of four (4) Indian participants. This study used a phenomenological, qualitative research to identify and understand the concepts of the research relying to its purpose. The data were gathered through a semi-structured interview and the interpretation of data collected were presented through a pure descriptive analysis. From the collection of data, the following themes were generated: (a) Parents: The New Teachers and Therapists, (b) Anti-COVID Rituals, Beliefs and Practices, (c) The Efforts and Struggles during Virtual and Modular Classes, (d) Consequences in Financial Resources and Accessibility, (e) Negative Behavioural Implications brought by the Pandemic, (f) Family Quality Time Appreciation, (g) Source of Strength during Trying Times, and (h) “3 R’s: Relaxation, Recreation and Rejuvenation as Coping Mechanisms”. These themes are the features of participants' accounts characterising particular perceptions and their lived experiences during this pandemic.

Reference
  • 1. Abadeh, H. (2015). Home-School Communications: Multicultural Parents of Children with Disabilities. NABE Journal of Research and Practice, 6(1), 27– 49
    2. Africa J.V. (2016). Six Simple Steps to Conduct a Thematic Analysis. Retrieved from https://jvrafricagroup.co.za/six-simple-steps-to-conduct-a-thematicanalysis
    3. Aprilia, I.D., Soendari, T. (2019). Ecological Model in Empowering Families of Children with Special Needs. 2nd International Conference on Educational Sciences . Retrieved from . https://doi.org/10.2991/ices-18.2019.22
    4. Bakhshi, P., Babulal, G. M., &Trani, J.-F. (2017). Education of Children with Disabilities in New Delhi: When does exclusion occur? PLOS ONE, 12(9), e0183885. https://doi.org/10.1371/journal.pone.0183885
    5. Briones, L. M. (2020). Learning Opportunities Shall be Available. The Basic Education Learning Continuity Plan in the Time of Covid19. Philippines. Department of Education. p.58
    6. Bonab. B.G. (2017), Effect of Coping Strategies on Stress of Parent with Intellectual Disabilities Children. Asian Education Studies 2(3):11DOI:10.20849/aes. v2i3.187
    7. Colorado C. (2021). How Does the Special Education System Work in the United States? LD Online. Retrieved from http://www.ldonline.org/article/27971/
    8. Iyer, R. (2020). Special Education in India Finds Opportunity in Adversity. Social Story.Retrieved from https://yourstory.com/socialstory/2020/11/special- education- india-opportunity-adversity
    9. Jaiswal S.V., Subramaniyam A.A., Shah, H.R., Kamath, R.M. (2018). Psychopathology and Coping Mechanisms in Parents of Children with Intellectual Disability. Indian JPsychiatry. 60:312-7
    10. Marahasthra (2020). Times of India. Recipe if the Immunity-boosting Kadha Shared by a COVID-19 Survivor Becomes Viral. Retrieved from https://timesofindia. indiatimes.com/life-style/food-news/recipe-of-the-immunity-boosting-kadha- shared-by-a-covid-19-survivor-becomes-viral/photostory/76859329.cms
    11. Oklahoma, T. A. O. (2020, September 24). Special Education During the Pandemic: TulsaKids Magazine. Retrieved from https://www.tulsakids.com/special- education- during-the-pandemic/
    12. Ralic, A.Z., Cvitkovic, D., Sekusak-Galesev, S. (2018). Predictors of Bullying and Victimisation with Attention Deficit / Hyperactivity Disorder. Center for Educational Policy Studies Journal. Retrieved from https://www.researchgate.net/publication/ 326140302_Predictors_of_Bullying_and_Victimisation_in_Children_with_Attention- DeficitHyperactivity_Disorder
    13. Research Ethics and Management Online System. (2021). The Use of Incentives in Research. Research and Innovation. University of Alberta. Retrieved from https://www.ualberta.
    a. ca/research/research-support/research-ethicsoffice/human-researchethics/recruitment /use-of-incentives-in-research.html
    14. Thwala, S. (2015). Lived Experiences of Parents’ of Children with Disabilities in Swaziland. Journal of Education and Training Studies vol 3(no. 4) DOI:10.11114 /jets.v3i4.902
    15. UNICEF Philippines. (2018). No Child Left Behind: Study Calls for Better Care of Children with Disabilities. Retrieved from https://www.unicef.org/philippines/press-releases /no-child-left-behind-study-calls-better-care-children-disabilities
    16. U.S. Department of Education. (2020). Questions and Answers on Providing Services to Children with Disabilities During the Coronavirus Disease 2019 Outbreak. Retrieved from https://sites.ed.gov/idea/idea-files/q- and- a- providing-services-to- children-with-disabilities-during-the- coronavirus- disease-2019-outbreak/#Q-A-3