JOURNEYING INTO THE LIVES OF LEARNERS WITH DISABILITIES IN SAMAR'S ALTERNATIVE LEARNING SYSTEM: A NARRATIVE INQUIRY APPROACH

This study assesses the lived experiences of learners with disabilities participating in the Alternative Learning System (ALS) within Samar Division, Philippines. Addressing the scarcity of research on this marginalized population, particularly in rural settings, the study seeks to shed light on their distinct educational challenges, motivations, and future aspirations. Utilizing a qualitative narrative inquiry design, data were collected from five purposively selected participants through in-depth semi-structured interviews, arts-based techniques, and document analysis. This triangulated methodology provided a comprehensive understanding of their educational journeys, revealing systemic obstacles such as insufficient teacher preparation, scarce inclusive resources, social stigma, and bullying that impede both academic progress and social inclusion. Findings indicate that despite encountering substantial difficulties—including transportation barriers, financial limitations, and societal discrimination—these learners exhibited notable resilience and adaptability. Participants expressed appreciation for the ALS’s flexible and supportive framework, which fostered self-confidence, allowed individualized pacing, and enabled them to accomplish key milestones such as equivalency exam success and transitions to further education or employment. The critical influence of customized support from educators, families, and communities was emphasized as essential to their achievements. Participants further advocated for enhancements, including comprehensive professional development on inclusive education, creation of accessible learning materials, anti-bullying programs, and increased public awareness to reduce stigma. The study concludes that while ALS provides an essential educational avenue empowering learners with disabilities, systemic improvements are imperative to fully achieve inclusive education goals. By centering the voices of these learners, this research offers valuable guidance for educators, policymakers, and stakeholders in developing effective strategies and policies that advance equity, social inclusion, and academic success. Ultimately, the findings call for a unified commitment to fostering an educational environment where learners with disabilities receive the support and opportunities necessary to thrive.