THE LIVED EXPERIENCES OF SPECIAL EDUCATION TEACHERS IN USING PLAY-BASED APPROACH IN TEACHING ONLINE DISTANCE LEARNING FOR STUDENTS WITH SPECIAL NEEDS

The study employed a phenomenological approach to come up with an in-depth study about the lived experiences of special education teachers in using the play-based approach in teaching online distance learning for students with special needs. The researcher used a phenomenological, qualitative research method to identify and understand the concepts of the research, in line with its purpose. Also, the researcher utilized a semi-structured interview guideline as instrument for data gathering, the following themes were generated: (A) Increasing Motivation, Attention Span and Engagement for Students With Special Needs, (B) Parents/Guardians As the New Teacher Aid in Online Distance Learning, (C) The Competitiveness of Students With Special Needs Through Play, (D) Developing Academic Performance through: “Learning by playing”, (E) Using Online - Application Base as a New Online Teaching Strategies for Students with Special Needs, (F) Coping And Transitioning to the New Normal in Education, and (G) Passion for Online teaching and Determination to learn in amidst of covid 19 pandemic. These themes are the features of participants accounts, characterizing particular perceptions and their lived experiences using a play–based approach in this online distance learning during the pandemic. The interpretation of the data collected was presented through a pure descriptive analysis.