Key Stage 1 Teachers’ Readiness in Handling Learners with Special Educational Needs

Abstract

This study examined the readiness of Key Stage 1 public school teachers in handling learners with special educational needs (LSEN) in the Tagbilaran City Schools Division, Bohol Province, during the school year 2024–2025. Using a quantitative-qualitative design, it analyzed teachers’ demographic profiles, readiness in knowledge, attitudes, and skills, and the challenges they faced. Findings showed a moderate level of readiness across all dimensions, with attitudes ranking highest and knowledge lowest, especially in assistive technologies and inclusive education policies. Statistical analysis revealed no significant differences in readiness when grouped by age, field of specialization, length of service, or educational attainment, indicating that professional development and institutional support influence readiness more than demographic factors. Qualitative data identified challenges such as managing learners’ behavior, addressing instructional demands, lack of specialized resources, and emotional strain from limited training. Despite these, teachers expressed strong commitment to inclusive education and emphasized the need for continuous support and capacity-building. From these findings, a strategic action plan was formulated to strengthen inclusive practices. It highlights specialized training on behavior management and assistive technologies, development of contextualized materials, mentoring and wellness programs, and equitable allocation of inclusive education resources. The study concludes that enhancing inclusive education at the Key Stage 1 level requires strengthening teachers’ competencies, broadening their practical knowledge, and reinforcing emotional and institutional support systems. The results provide valuable insights for policymakers, school leaders, and educators striving to advance inclusive education in early childhood settings.