ABSTRACT
Even before the COVID-19 pandemic, teachers in the field found special education to be a difficult but a rewarding endeavor. The goal of this research was to identify the challenges that this pandemic posed to special education pedagogy as experienced by SPED teachers of visually impaired students, as well as to share the approaches used to address the challenges in delivering instruction to visually impaired students. The researchers used a descriptive qualitative study easier. The study focuses on special education teachers’ personal experiences with visually impaired students. The question demonstrated that changing the new normal for a special schooling is difficult. Various issues developed such as inadequate internet connectivity, poor student-teacher contact, lack of educational resources for visually impaired learners, and varied levels of student motivation. When developing modules, individualization is taken into account. Modular learning has become the primary mode of remote learning for the learners. Teachers’ efforts, parents’ support and students’ willingness produced positive results in overcoming barriers to pedagogy for visually impaired learners in the approach.
Keywords: Pedagogy, Visually Impaired Learners, Challenges, Approaches, New Normal, Phenomenology, Naga Central II, Region V
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