Abstract
School closures due to challenging situations such as inclement weather, unexpected safety issues, natural calamities, or pandemics can force teachers to explore alternative delivery modes to provide continuous education to children with autism. The purpose of this study was to explore teachers' experiences on the use of self-learning materials for children with autism at Bagong Pag-Asa Elementary School. The theory that guided this study was Desi and Ryan's (2000) Self-Determination Theory. Data from online interviews were thematically analyzed, revealing five (5) key themes: creating an equitable learning environment, performance monitoring to improve learning, personalizing education, empowering teachers, and building confidence. The research highlighted challenges such as verifying the authenticity of children's work and the need for parental involvement to ensure the effectiveness of self-learning materials. Teachers adapted communication methods to support parents and tailored materials to cater to the diverse needs of children with autism. However, the standard content provided by the Division Office required further differentiation. The study found that using self-learning materials would only have been effective with parental support. Assessment tools and progress monitoring were crucial in improving educational outcomes. Personalized learning, which includes modifying instruction and using technology, was recommended to cater to the unique strengths and needs of children with autism, thereby enhancing their learning experiences. Empowering teachers and nurturing confidence in children with autism was vital in providing a better educational experience. The study underscored the importance of a supportive network and adaptive teaching strategies in continuously educating children with autism during school closures.
