The coronavirus disease pandemic led national governments to enforce social distancing measures to curb the virus’s spread, temporarily pausing face-to-face learning and shifting emphasis towards online distance learning. This study investigates teaching strategies employed by special education teachers for children with Autism Spectrum Disorder (ASD), specifically focusing on student engagement in online classes. Qualitative data was collected through interviews with active special education teachers during the COVID-19 pandemic. Surveys mirroring the interview questions were conducted among parents/guardians of children with ASD to ensure data triangulation and comprehensive analysis of distance learning strategies for children with ASD. The data revealed lower student participation in the online setup and consistent challenges special education teachers face, particularly in monitoring physicality, socialization, and integrity of student output. The current setup necessitates the active involvement of parents/guardians, despite many lacking the necessary skills for effective instruction. However, successful approaches include incorporating immersive activities tailored to the child’s interests, gradually integration more challenging tasks, and the utilization of visual aids in online classes. These strategies have yielded positive results in attending to the specific needs of children with ASD, based on their unique characteristics. Doing so aids in fostering enhanced student participation and adapting to the individual needs of children with ASD. In summary, this study sheds light on effective teaching strategies during the pandemic, emphasizing the crucial role of parental involvement and tailored approaches to support children with ASD in distance learning.

Keywords: Autism Spectrum Disorder, Distance Learning Teaching Strategies.

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This action research aimed to enhance the reading skills of senior high school students with the utilization of RISE (Reading Skills Improvement of Students in English) worktext. There were 45 respondents in this study who belonged to the frustration level of reading. Using the one-shot pretest and post-test design, it was found that a total of 33 (73%) out of 45 respondents of Project RISE were able to level up their reading level into instructional and independent levels. Furthermore, a paired t-test was used to rule out the significant difference between the pre-test and posttest. Results revealed that there was a significant difference between the pretest and posttest mean scores of the respondents with a computed t – value of 17.94. and p <.001. Based on the <.001. Based on the study’s findings, the researchers recommend utilizing the RISE worktext across the division to help fellow senior high school teachers facing the same problems. The researchers also suggest widening the scope and the length of implementation of the material to further enhance the reading for research skills at the SHS level.

Keywords: RISE (Reading Skills Improvement of Students in English) worktext, reading skills, frustrated readers.

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