‘Sana All’ Inclusive Education amid COVID-19: Challenges, Strategies, and Prospects of Special Education Teachers


  • Cathy Mae Dabi Toquero College of Education, Mindanao State University-General Santos City




People with Special Educational Needs and Disabilities (SEND) are confronted with diverse challenges as COVID-19 caused tremendous disruption in face-to-face educational settings. Apart from this situation, teachers are also facing difficulties in making their lessons adaptive and responsive to the educational learning needs of people with SEND. This article explores the challenges, strategies, and prospects of teachers for inclusive education during the pandemic. Using a qualitative approach, the researcher gathered data through Messenger chatbot and emails with five special education teachers in the Philippines. Findings revealed that the teachers’ experience educational apprehensions, intermittent virtual socialization, and psychological crisis. However, the teachers assisted the parents in supervising their children with disabilities' through online communication, homeschooling, parental engagement, psychological safety, and empathetic language strategies. The special education teachers also look forward to inclusivity in school policies and government-driven emergency interventions for people with developmental disabilities.


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Author Biography

Cathy Mae Dabi Toquero, College of Education, Mindanao State University-General Santos City

Cathy Mae D. Toquero is an Assistant Professor IV of the College of Education, Mindanao State University-General Santos City, Philippines. Her scientific writing interests are on inclusive education, educational psychology, English as a second language, and behavioral science. She also serves as a reviewer in selected international peer-refereed journals. She finds keen interest in mental health and intellectual disability topics and advocates for feminism and disability lens in school governance and educational policies.


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How to Cite

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