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Readiness of Receiving Teachers in the Implementation of Special Needs Education and Challenges Encountered: Basis for Training Program

Year: 2026

Type: article

Abstract: This study determined the readiness of receiving teachers in implementing special needs education, the challenges encountered by key stakeholders, and the acceptability of a proposed training program in selected public schools in the City Schools Division of Mandaluyong. A descriptive-quantitative survey design was used with purposive sampling and near-total enumeration of the target groups. The 479 respondents comprised 5 school administrators, 52 Special Needs Education (SNED) teachers, 317 receiving teachers, and 105 parents. A researcher-made questionnaire assessed readiness across policies, curriculum, accommodation and modification, early intervention, referral, parents' engagement, allied professionals, and the Inclusive Learning Resource Center (ILRC), together with implementation challenges and training-program acceptability. Data were analyzed using percentage, ranking, weighted mean, analysis of variance, Tukey HSD, and Pearson correlation. School administrators assessed receiving teachers as ready (WM = 3.58), while receiving teachers (WM = 3.26), SNED teachers (WM = 3.24), and parents (WM = 3.31) assessed them as moderately ready. Readiness differed significantly among the four respondent groups across all eight domains. Challenges were highly encountered by school administrators (WM = 4.47) and encountered by receiving teachers (WM = 4.08), SNED teachers (WM = 4.07), and parents (WM = 4.10). Significant readiness-challenge relationships were found for curriculum, accommodation and modification, early intervention, referral, and parental engagement, while policies, allied professionals, and ILRC utilization were not significant at the .05 level. The proposed Receiving Teachers' Training Manual on Inclusive Education (RTTM-IE) was rated acceptable overall (WM = 4.14). The findings support sustained, targeted capacity building in inclusive education.

Source: International Journal of Education, Research, and Innovation Perspectives

DOI: 10.5281/zenodo.22769633

Author: Sanico, Urbano

Institution: Eulogio "Amang" Rodriguez Institute of Science and Technology

Language: English

Topic: Collaborative Teaching and Inclusion

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: diamond

OpenAlex ID: W7213245457

FWCI:

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