Lived Experiences of Young Adults with Developmental Disability in Public National High Schools
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Abstract
This study employed a transcendental phenomenological approach to explore the experiences of young adults with developmental disabilities during remote learning amid the COVID-19 pandemic. Thirty-six participants aged 18-25, diagnosed with developmental disabilities, were purposively selected from Mandaue City SPED Center High School, Babag National High School, and Zapatera National High School. In-depth interviews revealed challenges in independent learning, limited social support, difficulties adapting to home environments, and communication barriers affecting well-being. Coping strategies like seeking assistance and managing emotions supported engagement. Remote modalities were insufficient without specialized aids. Individualized support addressing academic, socioemotional, and communication needs through flexible models was crucial for equitable participation. Recommendations included personalized learning plans, specialized instruction, technology support, social-emotional learning, enhanced communication, and program evaluation. Implementation through a matrix framework is proposed to support learners holistically and guide best practices. Further research is needed to enhance inclusive support for diverse student needs in evolving learning environments.