Teaching climate change adaptation to special education learners in Cebu

Abstract

The study investigated the SpEd teachers’ methods, difficulties, and experiences in teaching children with disabilities in relation to climate change adaptation during the 2023–2024 school year in Cebu. This descriptive correlational research involved 126 purposively selected special education teachers from different school divisions in Cebu who completed a survey tool. Ethical considerations were observed before, during, and after the data collection process. The gathered data were analyzed using descriptive statistics and correlation analysis. Results indicate that the level of implementation of climate change adaptation strategies by special education (SpEd) teachers in their classrooms is moderate. The obstacles faced by SpEd teachers in mainstreaming climate change adaptation are significant, including the lack of SpEd-friendly instructional materials, inadequate funding for climate-related materials, and the absence of standard curricula. The level of adaptive teaching strategies developed by SpEd teachers was found to be low to moderate, with emphasis on visual storytelling, interactive role-playing, and assistive technologies. There is no significant relationship between the level of teaching strategies implemented by SpEd teachers and the challenges they face in integrating climate change adaptation concepts into their curriculum. Teachers recognize the importance of incorporating climate adaptation education into their curriculum, but encounter numerous obstacles. These findings underscore the need for effective organizational support, targeted professional development, and differential resources for special education to adequately address the complexities surrounding climate change mitigation.