Everyone’s Channel: Investigating the Potentials and Need for Modified Mathematics Video for Learners with Special Needs

Abstract

The study investigated the potentials and needs for modified Mathematics video for learners with special needs at Big Steps Center for Special Education and Child Development Inc. Using purposive sampling, the study involved 20 respondents comprising both teachers and parents of learners with special needs. Data were collected through a researcher-developed questionnaire, supported by intensive research and brainstorming, and analyzed using frequency, percentage, weighted mean, and Spearman's rho correlation coefficient. Additionally, qualitative interviews with parents and teachers were conducted to gain deeper insights into their perspectives. The findings revealed that most teachers were young females in the early stages of their careers, while most parents were middle- aged females with a relatively high household income. Teachers and parents strongly agreed on the presence of cognitive, communication, sensory and emotional support in mathematics instruction, though gaps were noted in the use of assistive devices and specialized software. Instructional videos were found to be only slightly engaging, and their overall quality was rated poorly, highlighting the need for improvements in visual clarity, audio quality, content organization, and length. Notably, there was no significant relationship between the features of instructional videos and the positive opportunities perceived for learners with special needs. These findings suggest a need for a more effective framework for designing and utilizing instructional videos tailored to this learner population.