Lived Experiences of Teachers and Parents in Implementing the CHORES Curriculum for Learners with Special Educational Needs
DOI:
https://doi.org/10.54536/ajet.v5i2.7430Keywords:
CHORES Curriculum, Functional Life Skills, Learners with Special Educational NeedsAbstract
The development of functional life skills is essential in supporting the independence and quality of life of learners with special educational needs (LSEN’s). This study explored the lived experiences of teachers and parents in implementing the CHORES Curriculum (Constructive and Hands-on Opportunities and Responsibilities for Exceptional Students), a functional life skills learning guide designed to promote independence through task-oriented activities. A qualitative phenomenological research design was employed, involving five teachers and five parents selected through purposive sampling. Data were collected using semi-structured interviews and analyzed through thematic analysis. Findings revealed four major themes: perceived benefits of the curriculum, strategies for implementation, challenges encountered, and collaborative dynamics between home and school. Results indicated that the CHORES Curriculum enhanced learners’ independence, functional skills, and self-confidence. Teachers and parents utilized structured and adaptive strategies such as task breakdown, reinforcement, and consistent routines. However, challenges including time constraints, learner variability, limited resources, and inconsistencies in implementation were identified. Collaboration between teachers and parents emerged as a critical factor in reinforcing learning across settings. The study highlights the importance of contextualized instruction and strong home–school partnerships in supporting functional life skills development. Findings provide insights for improving curriculum implementation and strengthening inclusive educational practices for learners with SEN.
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