Teachers’ Competency in Handling Learners with Special Educational Needs

Abstract

Inclusive education is an essential approach to ensure that all learners, regardless of their abilities, receive equal opportunities to learn and succeed. This study used a convergent parallel mixed methods design to assess the competency of Key Stage 1 public school teachers in handling learners with special educational needs at Dao Elementary School, Tagbilaran City Schools Division, during the school year 2024–2025. Quantitative data were obtained through a validated survey questionnaire and analyzed using descriptive and inferential statistics. Qualitative data were gathered through in-depth interviews and examined through Reflexive Thematic Analysis (RTA). The findings revealed that teachers demonstrated a competent level of preparedness in managing learners with special educational needs. Among the areas assessed, attitudes obtained the highest mean score, followed by knowledge, while skills ranked lowest. There were no significant differences in competency when teachers were grouped according to age, specialization, length of service, or educational attainment. The major challenges identified included difficulty in managing learner behavior, heavy workload, lack of learning resources, limited special education training, and emotional exhaustion. Despite these concerns, teachers showed strong moral dedication and adaptability in addressing the needs of their learners. The study concludes that while teachers display positive attitudes toward inclusive education, there remain gaps in their technical and instructional competencies. An action plan was developed to strengthen teachers’ competency through focused training, provision of appropriate resources, emotional and professional support, and institutional promotion of inclusive practices. The study emphasizes the need for continuous, skills-based professional development to improve inclusive teaching and uphold educational equity for learners with special needs.