Abstract
The travails of hinterland educators in facilitating modular learning modality for learners with special educational needs are the struggles during distribution and retrieval of learning materials, assessment, strategy, and delivery of instructions in the new normal. This qualitative phenomenological study explored the lived experiences of teachers working in far-flung areas who received learners with disability. Validated semi- structured interview guide was used for individual in-depth interview and focused-group discussion. Colaizzi method was utilized for data analysis. The results helped the researcher interpret and organized the data into themes. Hinterland teachers experienced challenges in adapting the new learning modality and challenges in assessing and facilitating learning. Their coping mechanisms were done by providing flexible schedules and adjustments, delivering individualized assessment, and cultivating commendable deportment. They learned to develop teachable hearts, valuing other’s welfare, advocating humanitarianism and implementing time management. Possessing good attitude, relationship and commitment by school leaders and teachers helped in maintaining a direct guidance while working in unity with care for the literacy of learners with special educational needs. With this, school administrators can provide appropriate planning, budget, support and comfort to the teachers as the primary movers in this pandemic time because teachers sacrificed their lives and performed for learners’ excellence.
