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Inclusive School Disaster Preparedness Plan: Giving Voice to Learners with Special Needs

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Abstract

This study explores disaster preparedness in schools from the perspective of Special Education (SPED) teachers, highlighting the challenges, best practices, and suggestions in ensuring the safety of SPED learners before, during, and after any form of disasters in the province of Davao del Sur, Philippines.  To address these objectives, this study employed a qualitative research design, specifically a phenomenological approach in uncovering the experiences of teachers handling learners with special needs in times of disaster. In addition, a total of nine teachers teaching in schools that offer a SPED program participated in the study and were chosen using purposive sampling technique. To analyze the qualitative data, researchers employed the Collaizi method of analysis to determine the emerging themes. Findings of the study highlight the disaster management limitations in the area with emphasis to the following limitations: lack of proper facilities and equipment, emotional limitations, and SPED learners limitations. These limitations can therefore hinder the evacuation of learners and teachers in times of disaster. To cope with these challenges, teachers employed a multifaceted approach in addressing the limitations they experienced before, during, and after any form of disaster. These approaches include use of learner-centered technique, systematic teacher involvement, regular training and drills, and use of a proactive approach. However, to further improve the school inclusivity in addressing disaster preparedness, participants suggested to enhance the information campaign and support mechanism tailored for SPED learners. By understanding these experiences and incorporating it into the planning mechanism, schools can therefore offer an inclusive learning environment wherein all students are safe and secure.

Keywords:

Disaster Preparedness Emergency Management Inclusive School Special Needs SPED Teachers

Article information

Journal

Journal of Education, Learning, and Management

Volume (Issue)

2(1), (2025)

Pages

133-145

Published

30-04-2025

How to Cite

Diquito, T. J., & Sangil, I. C. K. (2025). Inclusive School Disaster Preparedness Plan: Giving Voice to Learners with Special Needs. Journal of Education, Learning, and Management, 2(1), 133-145. https://doi.org/10.69739/jelm.v2i1.460

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