This study explored the mentoring experiences of 12 ASEAN educational leaders during COVID-19 pandemic. Using phenomenology, it examined firsthand encounters of how the pandemic affected teacher leadership and reforms in education. The top-level leaders from public and private basic education institutions across eight Southeast Asian nations participated in Zoom interviews. It provides valuable insights about their mentoring practices guided by the central question: “How do ASEAN educational leaders mentor teacher-leaders during the COVID-19 pandemic?” Through analysis of data using Modified Husserl's Framework and Moustakas’ Process, three themes emerged: Mentorship Experience During Pandemic, Contributions of the Pandemic on Mentoring, and Pandemic Gains on Mentoring. The three themes were used to create
the T.L.A! conceptual model (“T.R.A.N.S.F.O.RM,” “LEE.AD.” and "A.S.E.A.NNI") which summarized the core experiences of the participants. They emphasized empowerment. technology- driven communication. and well-being prioritization amidst challenges. The pandemic reshaped mentoling. fostering growth, collaboration, and impacting practices. The study also proposed innovative mentoring strategies and recommendations for theory development. educational administration practices, policy-making, and future research expansion to other Southeast Asian countries and educational levels.

This study was undertaken to examine how adolescents with visual impairment (AVI) thrive in the world of social networking and how this influences their interpersonal lives. This descriptive exploratory study was conducted among forty-two (42) AVI from both elementary and high school levels. A survey questionnaire and focus group discussions were employed to gather data. The findings revealed that adolescent social networking users with visual impairment generally come from the low-income stratum of society. The prevalent reason for social networking use was communication among family and friends. Length of social networking use and size of social network was minimal compared to their sighted peers. Most visually impaired social networking users are “lurkers” and “sporadics.” The social activities they engaged in were primarily for social interaction among online contacts. Difficulties encountered with regard to social networking use were limited to: (1) lack of computer skills and (2) computers that are not designed for blind users. Respondents enjoyed the advantages of social networking while a few have experienced some disadvantages.

This study investigated the differences in science performance of pupils with visual impairment before and after utilizing musical activities. A single-subject design, particularly ABAB Design, was used in the research, while the Wilcoxon Signed Rank was used for the statistical analysis. The study was conducted in July 2013 and administered to pupils from a school for the blind located in Cubao, Quezon City. The study was participated in by six pupils whose visual impairment was due to retinopathy of prematurity. The thematic approach and subservient style in teaching music were utilized. Musical activities like listening, moving to rhythm, singing, using musical instruments, and improvising were used. Similarly, the science lessons focused on life science, particularly plants as living things, parts of plants, and different kinds of plants. The lesson plans used the format of instructional planning recommended by Raiser and Dick(1996). Parents were interviewed to document the difficulties of their blind children in learning Science in terms of scientific attitudes and process skills. The results from observation, daily assessment, and unit assessment revealed that there was a significant difference in the science performance of pupils with visual impairment before and after utilizing musical activities.

This is a descriptive study on aspects of parental involvement, namely parents’ role construction, parents’ self-efficacy, parents’ perception of involvement, and their relationship to the receptive language skills of children with visual impairment (CVI). Parents’ activities done at home and in school were also examined in relation to the receptive language skills of their children with visual impairment.

Thirty-three parents and their pre-school level children were included in the sample. Using the Spearman Rho test, it was found that there was a strong significant positive relationship between parental involvement and receptive language skills among three- and eight-year-old children with visual impairment.

Three- and eight-year-old children’s receptive language skills were positively correlated with their parents’ role construction, self-efficacy, and perception on involvement. In contrast, the five-year old children’s receptive language skills were negatively correlated with parents’ role construction and parents’ self-efficacy. Six-year-old children’s receptive language skills were likewise negatively correlated with parents’ perception of involvement. In the focus group discussion, results showed that
the most common activity done by parents at home was assisting their children’s learning. Parents reviewed lessons and helped their children in doing assignments. In school activities, the parents were most frequently involved in assisting children’s academics, such as guiding and prompting during table-top activities.

Educational goals for children with visual impairments (CVI) in the preschool level are the same as those for regular students, involving formal subjects such as English, Mathematics, Science, etc. to prepare them for Grade 1. However, preparation of CVI to more advanced skills appear more complicated and gradual because of their limited, if not, absence of the sense of sight. Thus, different educational methods and techniques are being applied and are continuously being developed to fit the needs of the CVL

This study attempted to examine whether Montesori-based Sensorial materials would be beneficial in teaching Sensorial Education to CVI to develop basic perceptuo- cognitive, motor and language skills required of their level. Consequently, two research questions emerged: 1) Do the Montessori-based sensorial materials improve the performance of CVI in the following areas: a) identifying sensorial concepts in positive and negative (opposite) terms; b) matching, ¢) comparing sensorial stimuli using comparative terms; and d) comparing sensorial stimuli using superlative terms? and 2) Which of the following variables are correlated with the sensorial performance of CVI during work with the Montessori-based sensorial materials: a) parental involvement; b) exposure to auditory and tactile stimuli outside school; c) previous school experience; d) attendance during treatment; and €) attention skills?

To answer such questions, the researcher adapted a one-group pre-experimental pretest-posttest design on a convenient sample of ten children with visual impairments, aged four to six years, from the kindergarten level of the Resources of the Blind, Inc. A pretest was held, after which the Adapted Montessori Intervention was implemented using specialized materials and modified teacher presentation for a total of twenty sessions. Four periodic posttests were conducted after every five sessions to measure performance on four corresponding sensorial areas or skills. Record sheets filled up by the researcher, and questionnaires filled up by the parents of the CVI, were also collected to determine factors that could be related to the participants’ sensorial performance.

Data gathered were analyzed using the Wilcoxon’s Matched-Pairs Signed Ranks Test and Pearson Product-Moment Correlation to answer the two research questions respectively.

Results have shown that the use of Montessori-based Sensorial materials significantly enhanced the skills of the CVI in the four sensorial areas. Moreover, factors that were linked to such enhancement were the participants’ exposure to auditory and
tactile stimuli outside school, attendance during treatment, and attention skills.

Implications of the study were addressed to the domains of Special Education, curriculum development, teacher-training, parental involvement, school administration and educational institutions and organizations.