INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
Key Stage 1 Teachers’ Readiness in Handling Learners with Special  
Educational Needs  
Lemuel B. Barol1, Regina E. Sitoy2, Raymond C. Espina3, Janine Joy L. Tenerife-Cañete4, Reylan G.  
Capuno5, John De Vera6, Jemima M. Tandag7, Irene O. Mamites8  
Cebu Technological University – Main Campus Cebu City, Philippines  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000823  
Received: 10 November 2025; Accepted: 20 November 2025; Published: 25 November 2025  
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.  
Keywords— Inclusive Education, Key Stage 1 Teachers, Learners with Special Educational Needs, Design,  
Tagbilaran City, Philippines  
INTRODUCTION  
Inclusive education is a global effort to make sure that all learners, regardless of their ability, background, or  
condition, have equal access to quality education. It promotes the idea that every learner should feel valued,  
supported, and included in the classroom. The success of inclusive education depends on how prepared  
teachers are. When teachers know how to adjust their lessons, manage classrooms well, and use different  
teaching strategies, they can better meet the needs of all learners (Sardar and Deb, 2023).  
Meanwhile, in the Philippines, inclusive education is supported by national laws and policies such as the  
Enhanced Basic Education Act of 2013 or Republic Act No. 10533 and the Department of Education’s  
Inclusive Education Policy Framework. These policies require schools to make learning accessible and fair for  
all students, including those with special educational needs. However, many Filipino teachers still find it  
difficult to put these policies into practice. Challenges include a lack of training, limited access to assistive  
tools, few learning materials suited for diverse learners, and poor classroom facilities. Previous studies show  
that teachers need more professional development and stronger support from schools and the government to  
successfully teach in inclusive classrooms (Taylor et al., 2016).  
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In the province of Bohol, efforts to promote inclusive education have started, but many schools still face  
barriers. Some schools are making progress, while others struggle because of a lack of training, resources, and  
facilities designed for learners with disabilities (Ainley and Carstens, 2018). This situation shows that many  
teachers are still not fully ready to handle the demands of inclusive teaching.  
In Tagbilaran City, the capital of Bohol, these challenges are most visible in Key Stage 1 classrooms. This  
stage is very important because it builds the foundation for children’s learning and development. Teachers at  
this level must help learners develop reading, writing, and problem-solving skills while understanding their  
different learning needs. However, many Key Stage 1 teachers in the City have limited access to training on  
inclusive education, face shortages in classroom materials, and lack enough support from their schools. These  
problems make it difficult for them to give quality instruction to learners with special needs (Sardar and Deb,  
2023).  
Hence, the study investigated the readiness of Key Stage 1 teachers in the Tagbilaran City Schools Division in  
handling inclusive education. It also seeks to identify the main challenges they face, especially in training,  
resources, and school support, and to suggest ways to improve their capacity to manage diverse learners. By  
addressing these issues, the study hopes to help strengthen inclusive education practices in Tagbilaran City and  
support the goal of giving every child a fair and meaningful learning experience.  
Legal Basis  
Notably, Inclusive Education (IE) in the Philippines is anchored in both global commitments and national legal  
frameworks that promote equitable access to quality education for all learners. The country aligns its education  
policies with the United Nations Sustainable Development Goal 4 (UN SDG 4), which seeks to “ensure  
inclusive and equitable quality education and promote lifelong learning opportunities for all,” and with Target  
4.5, which focuses on eliminating educational disparities among vulnerable groups, including persons with  
disabilities (United Nations, 2015). This global commitment is strengthened by the 1987 Philippine  
Constitution, which mandates the State to protect and promote the right of all citizens to quality education at  
all levels and to take appropriate steps to make education accessible to everyone. Together, these frameworks  
establish a strong foundation for inclusive education as both a human right and a national priority.  
Complementing these constitutional directives, the Enhanced Basic Education Act of 2013 (Republic Act No.  
10533), also known as the K–12 Law, integrates inclusivity into the basic education curriculum. It requires that  
instruction be learner-centered, developmentally appropriate, and responsive to the varied needs, backgrounds,  
and abilities of all learners. The law also calls for continuous professional development to enhance teachers’  
competence in handling diverse classrooms and in using differentiated and inclusive instructional strategies  
(Republic Act No. 10533, 2013).  
The first comprehensive law addressing inclusive education in the country is the Magna Carta for Disabled  
Persons (Republic Act No. 7277), enacted in 1992 and later amended by Republic Act No. 9442. This  
legislation upholds the rights of persons with disabilities and mandates their integration into the mainstream  
education system. It highlights the State’s obligation to ensure equal access to quality education and to provide  
teachers with the necessary training and resources to support learners with disabilities (Republic Act No. 7277,  
1992; Republic Act No. 9442, 2006).  
Further strengthening these efforts, the Inclusive Education Act for Learners with Disabilities (Republic Act  
No. 11650) was signed into law by President Rodrigo Roa Duterte on March 11, 2022. This law  
institutionalizes a national policy of inclusion and mandates the establishment of Inclusive Learning Resource  
Centers (ILRCs) in all cities and municipalities. These centers are designed to provide specialized services,  
such as educational assessments, Individualized Education Plans (IEPs), and teacher training.  
The law adopts a whole-of-community approach, promoting collaboration among schools, families, local  
governments, and other stakeholders. It aligns with international conventions, particularly the UN Convention  
on the Rights of Persons with Disabilities, and emphasizes accessibility, reasonable accommodation, and inter-  
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agency partnerships among DepEd, DOH, and DSWD to ensure inclusive, equitable, and quality education for  
all learners (Republic Act No. 11650, 2022).  
To operationalize these laws, the Department of Education (DepEd) Order No. 44, s. 2021, titled Guidelines on  
the Implementation of the Expanded Inclusive Education Program for Learners with Disabilities, underscores  
teacher preparedness as a vital factor in implementing inclusive education. The order mandates continuous  
teacher training to equip educators with the necessary skills to manage inclusive classrooms, design and  
implement IEPs, and collaborate effectively with Special Education (SPED) specialists. It also promotes  
access to teaching resources and encourages professional partnerships to enhance instructional practices  
(Department of Education, 2021).  
Collectively, these legal bases affirm the Philippines’ strong commitment to achieving inclusive education in  
line with global standards. They emphasize that teacher readiness, ongoing professional development, and  
systemic support are essential components for building inclusive schools that uphold equity, respect, and  
quality learning for all.  
Significance of the Study  
The study aimed to assess the readiness of Key Stage 1 Public School Teachers in managing learners with  
special needs in Cogon Elementary School, Tagbilaran City School Division. The results of this research could  
be beneficial for school administrators, teachers, parents, learners, researcher and future researchers.  
Objectives of the Study  
This study aimed to assess the readiness of Key Stage 1 public school teachers in managing learners with  
special needs at Cogon Elementary School, Tagbilaran City Division as basis for an action plan.  
Specifically, it sought to answer the following questions:  
1. What is the respondents’ profile in terms of:  
1.1 age and gender,  
1.2 area of specialization,  
1.3 length of service,  
1.4 highest educational attainment, and  
1.5 trainings and seminars attended in inclusive education?  
2. What is the respondents’ level of readiness in handling learners with special needs in terms of:  
2.1 knowledge,  
2.2 attitude,  
2.3 skills?  
3. Is there a significant difference in the respondents’ level of readiness in handling learners with special  
needs when grouped according to the identified profile?  
4. What are the perceived challenges of the respondents in handling learners with special needs?  
5. Based on the findings of the study, what action can be proposed?  
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RESEARCH METHODOLOGY  
This section outlined the research design, study flow, research environment, Participants, research instruments,  
data-gathering procedures, statistical treatments, and scoring methods employed to achieve the study’s  
objectives.  
Research Design  
The study adopted a convergent parallel mixed methods design to assess the readiness of Key Stage 1 public  
school teachers in managing learners with special educational needs. In this approach, quantitative and  
qualitative data were collected and analyzed concurrently yet independently. The quantitative component  
examined teachers’ readiness levels and variations across demographic profiles, while the qualitative  
component explored the challenges and experiences encountered by teachers in supporting learners with  
special needs through in-depth interviews.  
Environment  
The study was conducted at Cogon Elementary School, one of the public elementary schools under the  
Tagbilaran City Division in Bohol Province. The school is situated along San Jose Street, Tagbilaran City, and  
was established in 1925. It is recognized as the second-largest public elementary school in the division, next to  
Tagbilaran City Central Elementary School.  
For the school year 2024–2025, Cogon Elementary School had an enrollment of 966 learners and was actively  
implementing inclusive education policies. The school also launched a Special Science Program during the  
school year 2023–2024 for Grade 1 learners, which was in its second year of implementation at the time of the  
study. Its diverse and inclusive learning environment provided an appropriate context for examining the  
readiness of Key Stage 1 teachers in handling learners with special educational needs.  
Respondents  
The participants of the study were the Key Stage 1 teachers currently teaching at Cogon Elementary School,  
Tagbilaran City Division, Bohol Province. A total of nineteen (19) teachers participated, consisting of those  
handling Kindergarten, Grade 1, Grade 2, and Grade 3 classes. The study utilized a complete enumeration of  
all Key Stage 1 teachers in the school to ensure a comprehensive representation of perspectives regarding their  
readiness to handle learners with special educational needs. The distribution of Participants according to year  
level is presented in Table 1.  
All teachers who were actively teaching in Key Stage 1 during the school year 2024–2025 were included as  
Participants. Teachers who were on leave, temporarily assigned to non-teaching duties, or exclusively handling  
SPED classes were excluded. Participants also retained the right to withdraw from the study at any time  
without consequence or prejudice.  
For the qualitative phase, a subset of five (5) teachers was purposively selected from the nineteen Participants  
based on their length of teaching experience, exposure to inclusive education practices, and willingness to  
participate in an in-depth interview. This approach allowed for the collection of rich, contextualized insights  
into the challenges, strategies, and lived experiences of teachers in managing learners with special educational  
needs. Their narratives provided qualitative depth that complemented the quantitative findings, ensuring a  
more holistic understanding of teacher readiness in inclusive education.  
Instrument  
A survey-questionnaire patterned after two previous studies on inclusive education was utilized as the primary  
data collection tool. Specifically, it adopted elements from Razalli et al. (2021), which examined the  
preparedness of special education teachers for inclusive education, and Ecoben (2019), which investigated the  
readiness of public school teachers for inclusion. The questionnaire consisted of four sections: (1)  
demographic profile, (2) readiness levels in terms of knowledge, attitude, and skills, (3) challenges  
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encountered in handling learners with special educational needs, and (4) recommendations for improvement.  
The instrument was validated by experts in inclusive education and was pilot-tested to ensure its reliability,  
clarity, and appropriateness for the study context.  
For the qualitative phase, a semi-structured interview guide was employed to gather in-depth information from  
selected participants. The interview guide included open-ended questions focusing on teachers’ experiences,  
perceptions, and challenges in implementing inclusive education, as well as their strategies for addressing  
diverse learner needs. The guide was reviewed by field experts to ensure that the questions were relevant,  
clear, and aligned with the study’s objectives.  
Data Gathering Procedure  
Preliminary Data Gathering Stage. The preliminary stage ensured adherence to ethical research principles,  
including voluntary participation, informed consent, confidentiality, and respect for participants’ autonomy.  
Formal permissions were obtained from the Division Superintendent and the school principals within the  
Tagbilaran City Schools Division to secure institutional approval. For the quantitative strand, survey  
questionnaires were prepared for sixty-four (64) Key Stage 1 teachers. Each participant received an informed  
consent form explaining the study’s purpose, procedures, and their rights, including the freedom to withdraw  
from participation at any time without penalty. For the qualitative strand, purposive selection criteria were  
established to identify ten (10) to fifteen (15) teachers with substantial experience in handling learners with  
special educational needs. Ethical standards were strictly observed throughout this stage to ensure transparency  
and protect participants’ rights.  
Data Gathering Stage. During the data gathering stage, survey questionnaires were distributed to the  
Participants in both printed and digital formats with clear instructions. Completed responses were carefully  
checked for accuracy and completeness, and all data were treated with strict confidentiality. For the qualitative  
strand, semi-structured interviews were conducted either face-to-face or virtually, depending on participant  
preference and availability. Interviews were audio-recorded only after obtaining explicit consent from  
participants to ensure data accuracy while maintaining anonymity. The researcher maintained neutrality and  
respect throughout the interviews, creating a comfortable environment that encouraged honest and reflective  
responses.  
Post Data Gathering Stage. Following data collection, ethical standards continued to guide all procedures to  
ensure data integrity and confidentiality. Quantitative responses were verified for completeness, encoded, and  
processed using appropriate statistical software for analysis. Qualitative interview recordings were transcribed  
verbatim, anonymized to protect participants’ identities, and analyzed through reflexive thematic analysis.  
Both quantitative and qualitative datasets were analyzed independently before being integrated to provide a  
comprehensive understanding of teacher readiness in inclusive education. Throughout this stage, respect for  
participant autonomy was upheld, and results were reported accurately and responsibly, maintaining the  
highest standards of research ethics and integrity.  
Statistical Treatment  
The data collected from the survey and interview responses were systematically organized and encoded in a  
master data sheet. A professional statistician assisted in processing and analyzing the data using appropriate  
statistical techniques to ensure accuracy and validity. The following statistical tools were applied in the  
quantitative analysis:  
Frequency Count. This technique determined the number of Participants within each demographic  
category and their corresponding readiness levels, providing both absolute (numerical) and relative  
(percentage) distributions.  
Percentage. This computed the proportion of Participants exhibiting particular characteristics or readiness  
levels, expressed as a percentage of the total sample.  
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Mean and Standard Deviation. These measures described the central tendency and variability of teachers’  
readiness in managing learners with special educational needs.  
Analysis of Variance (ANOVA). This test examined whether significant differences existed in teachers’  
readiness across selected demographic variables.  
Post Hoc Analysis. When significant differences were detected, post hoc procedures were performed to  
identify which specific groups contributed to the observed variations.  
For the qualitative strand, Reflexive Thematic Analysis (RTA), as developed by Braun and Clarke, was  
employed to identify, analyze, and interpret emerging patterns or themes within the interview data. The  
process involved iterative phases: familiarization with the data, systematic coding, generation of initial themes,  
review and refinement of themes, definition and naming of themes, and synthesis of the final narrative. This  
analytical approach allowed for flexibility and depth, enabling the researcher to capture the nuanced  
experiences, challenges, and insights shared by participants. The qualitative findings were subsequently  
integrated with the quantitative results to provide a comprehensive and multidimensional understanding of the  
readiness of Key Stage 1 teachers in supporting learners with special educational needs.  
Ethical Consideration  
To uphold the ethical integrity of the study, informed consent was obtained from all participants prior to data  
collection. Participants were clearly informed about the study’s purpose, the nature and extent of their  
participation, and their right to withdraw from the study at any time without penalty. All information provided  
by participants was treated with the highest level of confidentiality and anonymity. No personal identifiers  
were recorded, and individual responses were not disclosed in any part of the report.  
The study strictly adhered to data privacy laws and ethical research standards. All collected data were securely  
stored to prevent unauthorized access, and only the researcher and authorized personnel had access to the data  
for analysis purposes. The data were used exclusively for the objectives specified in the study. Upon  
completion of the research, all raw data were securely deleted or destroyed to ensure participant privacy.  
Throughout the entire process, the study maintained a strong commitment to transparency, confidentiality, and  
respect for the rights and welfare of all participants.  
RESULTS  
This section sequentially presents the analysis and interpretation of the study which aimed to determine the  
level of readiness of Key Stage 1 Public School Teachers in handling learners with special needs in Tagbilaran  
City Schools Division, Bohol Province, for the school year 2024-2025. The goal is to propose an action plan  
based on the findings.  
DEMOGRAPHIC PROFILE  
Age and Gender  
Table 2 presents the age and gender distribution of the Participants. Most of the Participants (42.11%) are  
within the age range of 31 to 40 years, followed by 31.58% who are aged 51 to 60 years.  
Table 2 Age and Gender of the Respondents  
Age (in years) Female  
Male  
Total  
f
%
f
%
f
%
51-60  
6
31.58 0 0.00 6 31.58  
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41-50  
31-40  
20-30  
Total  
3
15.79 0 0.00 3 15.79  
42.11 0 0.00 8 42.11  
8
1
5.26  
1
5.26 2 10.53  
18 94.74 1 5.26 19 100.00  
Notably, 94.74% of the Participants are female, while only one male respondent (5.26%) was recorded,  
indicating a predominantly female teaching workforce at the Key Stage 1 level in the Tagbilaran City Schools  
Division. The absence of male Participants in the older age brackets (31 and above) further emphasizes the  
gender imbalance in this teaching cohort. This demographic suggests that the implementation of inclusive  
education in early grade levels is largely dependent on female teachers, many of whom are in their middle to  
late career stages, possibly reflecting a wealth of experience that could influence their preparedness in  
handling learners with special needs.  
Recent studies continue to highlight the critical role of age and gender demographics in shaping teaching  
efficacy, especially in inclusive education settings. Research by (Pambudi et al., 2022) emphasized that  
middle-aged teachers often exhibit stronger competency and adaptability due to their accumulated experience,  
which aligns with the finding that a significant portion of the Participants are aged 31 to 60 years.  
Furthermore, a predominantly female teaching workforce has been shown to impact classroom dynamics and  
inclusive practices positively, with female educators demonstrating greater empathy and responsiveness to  
diverse student needs (Salameh et al., 2021).  
The near absence of male teachers could, however, limit the diversity of role models available to young  
learners, potentially affecting gender socialization processes in early education (Chen et al., 2019). These  
demographic realities suggest the need for targeted professional development and gender-inclusive recruitment  
strategies to further enrich the inclusive education landscape in Tagbilaran City Schools Division.  
Area of Specialization  
Table 3 presents the area of specialization of the Participants. The majority of the Key Stage 1 public school  
teachers (52.63%) specialize in General Content, indicating a broad-based teaching qualification rather than a  
focused expertise in inclusive education.  
Table 3 Area of Specialization of the Respondents  
Area of Specialization  
Early Childhood Education  
General Content  
English  
f
%
1
5.26  
10  
3
52.63  
15.79  
5.26  
Filipino  
1
Special Education  
Social Studies  
Total  
3
15.79  
5.26  
1
19  
100.00  
Only 15.79% have a specialization in Special Education, which is critical for effectively handling learners with  
special needs. Other specializations include English (15.79%), Early Childhood Education (5.26%), Filipino  
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(5.26%), and Social Studies (5.26%). The minimal representation of Special Education specialists suggests a  
potential gap in the preparedness of teachers to address diverse learning needs, underscoring the necessity of  
targeted professional development and capacity-building initiatives in inclusive education.  
Length of Service  
Table 4 displays the length of service of the Participants. A significant portion of the teachers have substantial  
teaching experience, with 26.32% having served for more than 20 years and another 26.32% within the 11–15-  
year range.  
Table 4 Length of Service of the Respondents  
Length of Service (in years)  
f
%
More than 20  
16-20  
5
2
5
4
3
19  
26.32  
10.53  
26.32  
21.05  
15.79  
100.00  
11-15  
6-10  
1-5  
Total  
Furthermore, 21.05% have 6–10 years of service, while 15.79% fall within the 1–5-year range, and 10.53%  
have served for 16–20 years. These findings suggest that the majority of Participants are seasoned educators,  
which may contribute positively to their classroom management and instructional strategies. However, the data  
does not necessarily reflect specialized experience in handling learners with special needs, highlighting the  
need for continuous professional development in inclusive education across all service length categories.  
The substantial teaching experience of the Participants aligns with research showing that teaching tenure  
positively correlates with general classroom management and instructional effectiveness. However, a study by  
(Nilsen et al., 2020) highlights that while years of service enhance overall teaching competence, they do not  
automatically translate into specialized skills for inclusive education without targeted professional  
development.  
Veteran teachers may rely on traditional methods that are less effective for students with special needs unless  
they are exposed to updated inclusive practices. This suggests that while the experience base of the  
Participants is an asset, regular and specialized training is crucial to equip all teachers—regardless of service  
length—with the necessary competencies for inclusive education.  
Highest Educational Attainment  
Table 5 presents the highest educational attainment of the Participants. The majority of Key Stage 1 public  
school teachers (57.89%) hold a bachelor’s degree, while 36.84% have earned master’s units, and only 5.26%  
are master’s degree holders.  
Table 5 Highest Educational Attainment of the Respondents  
f
%
Category  
Master’s Graduate  
With Master’s Units  
1
7
5.26  
36.84  
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Bachelor’s Degree  
11  
57.89  
Total  
19  
100.00  
This distribution indicates that while a considerable number of teachers are pursuing graduate studies, a large  
proportion remain at the undergraduate level. The limited number of teachers with advanced degrees may  
reflect constraints in opportunities for professional advancement. Given the complexity of addressing the  
needs of learners with special needs, this finding underscores the importance of encouraging higher academic  
qualifications and specialized training to enhance teachers’ preparedness for inclusive education.  
The educational attainment of teachers is a crucial factor influencing their readiness for inclusive education. A  
study by (Alnahdi, 2020) emphasized that teachers with higher academic qualifications, particularly at the  
master’s level and beyond, demonstrate significantly better preparedness and confidence in implementing  
inclusive practices. Teachers who only hold bachelor’s degrees often lack the specialized knowledge and  
critical pedagogical skills necessary for effectively supporting students with special needs. This finding  
implies that while the pursuit of graduate education by a portion of Participants is a positive trend, there  
remains a pressing need to create more pathways and incentives for Key Stage 1 teachers to complete  
advanced degrees, thereby strengthening inclusive education capabilities across the division.  
Attendance to Seminars and Trainings  
Table 6 shows the Participants’ attendance to seminars and trainings related to inclusive education.  
Table 6 Respondents’ Attendance to Seminars and Trainings  
Attendance to Seminars and Trainings  
f
%
Have Attended  
Not Attended  
Total  
19  
0
100.00  
0.00  
19  
100.00  
All 19 Participants (100%) reported having attended relevant seminars and trainings. This suggests a universal  
exposure to professional development opportunities in inclusive education among the participants. While this  
is a positive indicator of awareness and initial capacity-building efforts, the depth, frequency, and quality of  
these trainings must still be considered when assessing overall preparedness to effectively handle learners with  
special needs.  
The universal attendance of teachers in seminars and trainings related to inclusive education is a promising  
foundation; however, the quality and depth of these professional development programs are critical factors in  
determining their actual effectiveness. According to (Moberg et al., 2020), while attendance rates at trainings  
are often high, the impact on teacher competencies greatly depends on the relevance, practical orientation, and  
sustained follow-up of these programs. Short-term or theoretical seminars may raise awareness but often fall  
short of equipping teachers with the hands-on strategies needed for inclusive classrooms. This finding implies  
that although the Participants have been exposed to inclusive education concepts, there is a need to ensure that  
training programs are comprehensive, practice-based, and continuously updated to translate awareness into  
effective teaching practices.  
LEVEL OF READINESS IN HANDLING LSENS  
Table 7 Level of Readiness in Handling LseN in terms of Knowledge and Wisdom  
Indicators  
WM  
SD  
0.90  
Verbal Description  
I have received training or courses related to supporting 3.37  
Moderately Prepared  
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pupils with special education needs in inclusive  
classrooms.  
I am familiar with different types of programs (e.g., Full 3.21  
or Partial Inclusion) suitable for pupils with special  
education needs.  
1.03  
Moderately Prepared  
I can identify the characteristics and criteria of pupils 3.21  
who require special education services.  
0.92  
0.69  
Moderately Prepared  
Moderately Prepared  
I know how SPED specialists support teachers through 3.16  
consultations, classroom interventions, and  
training sessions.  
I am knowledgeable about policies and procedures that 3.05  
promote inclusive education in my school.  
0.85  
0.76  
Moderately Prepared  
Moderately Prepared  
I am familiar with assistive technologies and learning 2.84  
apps that can support pupils with special education  
needs.  
I understand the role of parents in reinforcing inclusive 3.26  
education strategies at home.  
0.65  
0.79  
Moderately Prepared  
Moderately Prepared  
Moderately Prepared  
I am aware of the impact of administrative support on 3.21  
the implementation of inclusive education.  
Aggregate Mean  
3.16  
Aggregate Standard Deviation  
0.82  
Legend: 4.21-5.00-Highly Prepared; 3.41-4.20-Prepared; 2.61-3.40-Moderately Prepared; 1.81-2.60-Less  
Prepared;1.00-1.80-Not Prepared  
KNOWLEDGE  
Table 7 shows that Key Stage 1 public school teachers in the Tagbilaran City Schools Division were found to  
be moderately prepared to handle learners with special needs during the school year 2024–2025. The overall  
weighted mean was 3.16 with a standard deviation of 0.82, which falls within the range classified as  
“Moderately Prepared.” This suggests that while teachers have a foundational awareness of inclusive  
education, there remains a significant need to enhance their knowledge further, particularly in specialized  
areas.  
Interestingly, the highest-rated indicator revealed that teachers felt relatively more confident due to their prior  
exposure to training or courses related to inclusive education. This implies that there have been efforts to  
introduce inclusive practices, though these may not yet be sufficient to elevate their preparedness to the  
“Prepared” or “Highly Prepared” levels.  
On the other hand, the lowest-rated item pertained to familiarity with assistive technologies and digital  
applications designed to support learners with special needs. This reflects a crucial gap in the use of  
technology-based resources in inclusive teaching, suggesting the need for targeted professional development in  
this area.  
Furthermore, a consistent trend was observed across all indicators, with all falling under the “Moderately  
Prepared” category. This uniformity implies a general, yet limited, level of understanding across different  
aspects of inclusive education. Teachers seemed to possess better knowledge of broad concepts, such as  
inclusion programs and identification of special needs, than of specific tools or policy-related aspects.  
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These findings indicate that while the foundation for inclusive education is present, a more robust and  
sustained capacity-building initiative is needed. Focused interventions on assistive technologies, policy  
familiarization, and SPED-related practices will be essential in strengthening the knowledge base of teachers  
and improving their preparedness for inclusive classroom implementation.  
Notably, recent studies support the findings that teachers generally possess a moderate level of preparedness in  
handling learners with special educational needs (LSEN), particularly regarding knowledge. Mandabon (2023)  
found that while teachers showed high self-efficacy in inclusive classrooms, their readiness was strongly tied  
to the availability of training, collaboration with stakeholders, and knowledge of inclusive practices.  
This indicates that foundational awareness exists, but deeper understanding and specialized skills are often  
lacking. Similarly, Glina (2021) emphasized that many receiving teachers lacked sufficient pedagogical  
training and recommended ongoing professional development to enhance knowledge of individualized  
learning strategies and assistive technologies.  
The findings imply that while Key Stage 1 public school teachers in Tagbilaran City possess a foundational  
awareness of inclusive education, significant gaps remain in specialized knowledge, particularly in assistive  
technologies and policy applications. This moderate level of preparedness highlights the urgent need for  
sustained, targeted professional development to strengthen teachers’ competencies and fully support learners  
with special needs in inclusive classrooms.  
Notably, recent studies support the findings that teachers generally possess a moderate level of preparedness in  
handling learners with special educational needs (LSEN), particularly regarding knowledge.  
Mandabon (2023) found that while teachers showed high self-efficacy in inclusive classrooms, their readiness  
was strongly tied to the availability of training, collaboration with stakeholders, and knowledge of inclusive  
practices. This indicates that foundational awareness exists, but deeper understanding and specialized skills are  
often lacking.  
Similarly, Glina (2021) emphasized that many receiving teachers lacked sufficient pedagogical training and  
recommended ongoing professional development to enhance knowledge of individualized learning strategies  
and assistive technologies.  
Attitudes  
Table 8 presents the level of preparedness of Key Stage 1 public school teachers in handling learners with  
special needs in terms of their attitudes, as assessed for the School Year 2024–2025 in the Tagbilaran City  
Schools Division. The data yielded an aggregate mean of 3.34 and a standard deviation of 0.68, corresponding  
to the “Moderately Prepared” category.  
This suggests that while teachers generally have a positive disposition toward inclusive education, their  
attitudinal preparedness is not yet at an optimal level to fully support effective implementation.  
Table 8 Level of Readiness in Handling LSEN in terms of Attitudes  
Indicators  
WM  
SD  
0.70  
Verbal Description  
I am happy to support the implementation of strategies for 3.53  
pupils with special education needs in my classroom.  
Prepared  
I understand what needs to be done to effectively assist 3.42  
pupils with special education needs.  
0.61  
0.69  
Prepared  
I feel confident that strategies for addressing special 2.84  
education needs are manageable in a Key Stage 1 setting.  
Moderately Prepared  
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Supporting pupils with special education needs does not 3.05  
cause me excessive stress.  
0.62  
0.73  
0.61  
Moderately Prepared  
Moderately Prepared  
Prepared  
I regularly seek out resources and strategies to better 3.26  
support pupils with special education needs.  
I feel motivated to overcome institutional barriers to 3.42  
ensure all  
pupils  
have  
equitable  
learning  
opportunities.  
I am confident that collaboration with SPED specialists 3.58  
improves teaching outcomes for pupils with special  
education needs.  
0.77  
0.69  
Prepared  
I believe that using technology and learning apps enhances 3.58  
the effectiveness of inclusive education.  
Prepared  
Aggregate Mean  
3.34  
Moderately Prepared  
Aggregate Standard Deviation  
0.68  
Among the indicators, the highest-rated items were those reflecting teachers’ confidence in the use of  
technology and collaboration with SPED specialists, both receiving a weighted mean of 3.58. These results  
imply that teachers recognize the value of inclusive teaching tools and the benefits of professional  
collaboration in improving learning outcomes for LSEN. Moreover, they express a willingness to embrace  
inclusive practices and support institutional strategies.  
Conversely, the lowest-rated item was related to teachers’ confidence in managing inclusive strategies within a  
Key Stage 1 setting, which received a mean score of 2.84. This result reveals lingering doubts or hesitations  
among teachers regarding their ability to independently implement inclusive strategies at the foundational level  
of education. Additionally, the moderately rated item concerning stress associated with supporting LSEN  
(mean of 3.05) indicates that while teachers are generally open to inclusive practices, they may still experience  
emotional strain and uncertainty in their execution.  
A notable pattern in the data is the mix of ratings between the “Prepared” and “Moderately Prepared” levels.  
This reflects a dual reality—on one hand, there is a prevailing positive attitude toward inclusive education in  
principle, however on the other hand, practical concerns such as confidence, stress, and the proactive pursuit of  
resources are still developing. The relatively low standard deviation across indicators suggests consistency in  
teachers’ self-perceptions regarding their attitudes.  
The findings emphasize the importance of reinforcing teachers’ positive attitudes with continuous emotional  
and professional support. While their willingness to implement inclusive strategies is evident, the development  
of sustained motivation, confidence, and stress management skills is essential. School leadership and the  
Division Office may consider mentorship programs, peer support mechanisms, and wellness initiatives to help  
teachers build resilience and assurance in their role as inclusive educators.  
The findings imply that while Key Stage 1 teachers in Tagbilaran City demonstrate a generally positive  
attitude toward inclusive education, their attitudinal preparedness remains moderate, with lingering concerns  
about confidence, stress, and independent strategy implementation. This suggests the need for ongoing  
emotional, instructional, and systemic support to strengthen teachers’ resilience and motivation for effective  
inclusive practices.  
The findings which indicate that teachers possess a generally positive attitude but only moderate preparedness  
toward inclusive education, are supported by the study of Mandabon (2023) who found that while teachers  
demonstrated high self-efficacy and openness to collaboration with specialists—mirroring the highest-rated  
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indicators in this study—they still experienced emotional strain and uncertainty, particularly when  
implementing inclusive strategies independently. This aligns with the lower ratings observed in teachers’  
confidence and stress management in the current analysis. Mandabon emphasized that although a positive  
attitude is present, it must be reinforced with targeted emotional, instructional, and systemic support to  
translate into effective inclusive practices.  
Skills  
Table 9 presents the level of preparedness of Key Stage 1 public school teachers in handling learners with  
special education needs in terms of skills, assessed for School Year 2024–2025 in the Tagbilaran City Schools  
Division. The aggregate mean of 3.23 and standard deviation of 0.64 indicate that teachers are moderately  
prepared in this dimension. The highest-rated skill involved the development of personal traits such as  
empathy, patience, and care (mean = 3.47), which suggests that teachers possess strong affective competencies  
necessary for inclusive teaching. Similarly, moderately high scores were observed in their ability to assess  
pupils and apply classroom management strategies (means = 3.37 and 3.32, respectively), reflecting basic  
competency in tailoring approaches for LSEN.  
Table 9 Level of Readiness in Handling LSEN in terms of Skills  
Indicators  
WM  
SD  
Verbal Description  
I develop personal skills such as empathy, patience, and care to 3.47  
better support Key Stage 1 pupils with special education needs.  
0.61  
Prepared  
I demonstrate flexibility in addressing pupils’ unique needs, such 3.26  
as accommodating deadlines, absences, and additional support.  
0.45  
0.45  
Moderately Prepared  
Moderately Prepared  
I develop Individualized Education Programs (IEPs) tailored to 3.26  
the needs of Key Stage 1 pupils with special education  
requirements.  
I
implement Individualized Education Programs (IEPs) 3.16  
throughout the school year to monitor and support the  
progress of pupils with special education needs.  
0.69  
0.76  
0.65  
0.67  
Moderately Prepared  
Moderately Prepared  
Moderately Prepared  
Moderately Prepared  
I teach and mentor Key Stage 1 pupils through whole-class 3.16  
instruction, small group sessions, and one-on-one support as  
needed.  
I assess Key Stage 1 pupils’ skills to identify their needs and 3.26  
develop appropriate teaching plans to address those  
needs.  
I help Key Stage 1 pupils with special education needs transition 3.32  
effectively between year levels and prepare them for future  
learning stages.  
I regularly integrate SPED specialists’ recommendations into my 2.84  
0.69  
0.56  
0.60  
Moderately Prepared  
Moderately Prepared  
Moderately Prepared  
lesson planning and teaching practices.  
I use differentiated instruction techniques to meet the needs of 3.26  
diverse learners in my classroom.  
. I address institutional barriers by advocating for resources and 3.16  
support systems for inclusive education.  
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. I consult with SPED specialists to enhance my strategies for 3.21  
managing pupils with special education needs.  
0.71  
0.67  
0.76  
Moderately Prepared  
Moderately Prepared  
Moderately Prepared  
. I implement classroom management techniques that promote an 3.32  
inclusive learning environment.  
. I assess the impact of my teaching strategies on the well-being 3.37  
and academic performance of pupils with special education  
needs.  
Aggregate Mean  
3.23  
Moderately  
Prepared  
Aggregate Standard Deviation  
0.64  
However, lower scores were noted in areas requiring specialized and collaborative efforts, particularly  
integrating SPED specialists’ recommendations into lesson plans (mean = 2.84). This reveals a gap in the  
practical implementation of support structures and individualized planning, such as the execution of IEPs and  
differentiated instruction, which all fell within the “Moderately Prepared” range. These results underscore the  
need for continuous capacity building in technical and collaborative instructional strategies.  
The findings imply that while Key Stage 1 teachers in Tagbilaran City exhibit strong affective skills essential  
for inclusive teaching, their technical and collaborative skills, particularly in implementing individualized  
education plans and integrating specialist recommendations, remain only moderately developed. This  
highlights the need for sustained professional development focused on strengthening instructional strategies  
and collaborative practices for inclusive education.  
The findings are supported by the study of Glina (2021), who observed that teachers frequently lacked  
sufficient pedagogical training in inclusive education and struggled with the practical application of  
individualized instruction and teamwork with specialists. She recommended sustained professional  
development programs to reinforce both instructional and collaboration-related competencies. This supports  
the present finding that while affective skills are relatively strong, the technical and strategic skills necessary  
for inclusive education require further enhancement.  
SUMMARY  
Table 10 summarizes the overall level of preparedness of Key Stage 1 public school teachers in handling  
learners with special needs.  
Table 10 Summary Table on the Respondents’ Level of Readiness in Handling LSEN  
Components  
Knowledge  
WM  
3.16  
3.34  
3.23  
3.24  
SD  
Verbal Description  
Moderately Prepared  
Moderately Prepared  
Moderately Prepared  
Moderately Prepared  
0.82  
0.68  
0.64  
Attitudes  
Skills  
Grand Mean  
Grand Standard Deviation  
0.71  
The grand mean of 3.24 and standard deviation of 0.71 reflect that teachers are moderately prepared across the  
three assessed components: knowledge (M = 3.16), attitudes (M = 3.34), and skills (M = 3.23).  
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Among these, attitudes ranked the highest, suggesting that teachers hold generally positive dispositions toward  
inclusive education, while knowledge rated the lowest, indicating a relative lack in content familiarity,  
especially with assistive technologies and inclusive policies.  
The moderate scores across all domains reveal a consistent, yet limited, level of preparedness, highlighting the  
foundational presence of inclusive values and practices, but also emphasizing the need for further  
development, particularly in technical and collaborative aspects of inclusive teaching.  
The findings imply that while Key Stage 1 teachers in Tagbilaran City possess foundational knowledge,  
positive attitudes, and basic skills for inclusive education, their overall moderate level of preparedness  
underscores the need for sustained capacity-building initiatives.  
Strengthening technical competencies, deepening knowledge of inclusive practices, and providing continuous  
institutional support are essential to enhance their readiness for effectively managing learners with special  
needs.  
Interestingly, the overall findings indicating that teachers are moderately prepared in terms of knowledge,  
attitudes, and skills in handling learners with special needs, are consistent with the results of a local study by  
Mandabon (2023).  
Conducted in the Division of Davao Oriental, the study revealed that while teachers demonstrated high  
efficacy and a positive disposition toward inclusive education, their actual readiness depended heavily on  
training availability and support systems.  
Similar to the present study’s moderate ratings across all dimensions, Mandabon emphasized that the presence  
of inclusive attitudes alone is not sufficient; rather, professional development and institutional reinforcement  
are essential to improve technical skills, reduce instructional stress, and ensure the effective execution of  
individualized education strategies.  
Significant Difference in Respondents’ Level of Readiness  
Age  
Table 11 presents the analysis of variance (ANOVA) results to determine whether there is a significant  
difference in the preparedness level of Key Stage 1 public school teachers in handling learners with special  
needs (LSEN) when grouped according to age.  
Table11 Test of Significant Difference on Readiness Level in Handling  
LSEN by Age Group  
Source of Variation Sum of Squares df Mean Square  
F
p
Significance  
Between Groups  
Within Groups  
Total  
0.660  
3.893  
4.553  
2
0.330  
1.36 .286 Not Significant  
16 0.243  
18  
Note: Significance level set at p < .05.  
The computed F-value is 1.36 with a corresponding p-value of .286. Since the p-value is greater than the  
significance level of .05, the result is not statistically significant, indicating no meaningful difference in  
preparedness levels among the different age groups. The findings imply that age does not significantly affect  
the readiness of Key Stage 1 teachers in handling learners with special needs, suggesting that readiness for  
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inclusive education is influenced more by factors such as training, experience, and professional development  
rather than by generational differences.  
This result aligns with recent research which also found that age is not a significant predictor of teacher  
readiness for inclusive education. In a study conducted by Adams et al. (2021), ANOVA results showed no  
statistically significant variation in preparedness levels based on age, emphasizing that other factors such as  
training, experience with LSEN, and professional development have a more substantial impact on teachers’  
preparedness (Adams et al., 2021).  
Field of Specialization  
The ANOVA results show that the computed F-value is 0.903 with a p-value of 0.355, which exceeds the  
significance threshold of 0.05.  
Table 12 Test of Significant Difference on Readiness Level in Handling  
LSEN by Field of Specialization  
Source of Sum of df Mean  
F
p
Significance  
Variation Squares  
Square  
Between  
Groups  
0.230  
4.323  
4.553  
1
0.230  
0.903 0.355 Not  
Significant  
Within  
Groups  
17 0.254  
18  
Total  
Note: Significance level set at p < .05.  
It indicates no significant difference in preparedness levels among teachers when grouped by their field of  
specialization. In other words, teachers from different specializations (e.g., general education, specific subject  
areas) reported similar levels of readiness to handle learners with special needs (LSEN).  
The findings imply that teachers’ field of specialization does not significantly influence their preparedness to  
handle learners with special needs, highlighting that readiness for inclusive education is shaped more by  
continuous training and institutional support than by academic background.  
This result is consistent with findings from a study by Logroño and Gongora (2023), which showed that  
teachers across different educational backgrounds and specializations exhibited similarly high levels of  
readiness for inclusive education. They emphasized the importance of ongoing training and institutional  
support over academic specialization in determining preparedness levels (Logroño & Gongora, 2023).  
Length of Service  
The computed F-value of 1.298 with a p-value of 0.300 indicates no statistically significant difference in the  
level of preparedness among Key Stage 1 public school teachers when grouped by length of service.  
Table 13 Test of Significant Difference on Readiness Level in Handling LSEN by Length of Service  
Source of Variation  
Sum of Squares  
df  
Mean Square  
F
p
Significance  
Between Groups  
0.635  
2
0.318  
1.298  
0.300 Not Significant  
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Within Groups  
Total  
3.917  
4.553  
16  
18  
0.245  
Note: Significance level set at p < .05.  
Since the p-value exceeds the 0.05 threshold, it suggests that teaching experience alone does not significantly  
affect perceived readiness to handle learners with special needs. The findings imply that length of service does  
not significantly impact the readiness of Key Stage 1 teachers in handling learners with special needs,  
reinforcing that professional development, specialized training, and support systems play a more critical role  
than years of teaching experience.  
This finding aligns with a study by Manalo (2024), which found that while teachers had high overall  
preparedness for inclusive education, length of service was not a significant factor influencing readiness.  
Instead, preparedness was more closely related to professional development, training in inclusive practices,  
and management support systems (Manalo, 2024).  
Highest Educational Attainment  
The computed F-value of 3.885 with a p-value of 0.065 shows that there is no statistically significant  
difference in the preparedness level of teachers in handling LSEN when grouped by highest educational  
attainment. Although the result trends toward significance, it does not meet the standard p < .05 threshold.  
This suggests that earning higher degrees does not automatically equate to greater readiness for inclusive  
education. Rather, other factors such as targeted training, hands-on experience, and institutional support may  
be more influential.  
Table 14 Test of Significant Difference on Readiness Level in Handling LSEN by Highest Educational  
Attainment  
Source of Variation  
Between Groups  
Within Groups  
Total  
Sum of Squares  
0.847  
df  
1
Mean Square  
0.847  
F
P
Significance  
3.885 0.065 Not Significant  
3.706  
17  
18  
0.218  
4.553  
The findings imply that highest educational attainment does not significantly influence the preparedness of  
Key Stage 1 teachers in handling learners with special needs, suggesting that specialized training, practical  
experience, and institutional support are more decisive factors in developing readiness for inclusive education.  
This finding aligns with a 2024 study by Mucherah et al., which found that teachers with higher educational  
qualifications did not necessarily feel more prepared for inclusive education. The study emphasized that  
specific training in special education and opportunities for practical application were more strongly linked to  
teachers’ perceived preparedness (Mucherah et al., 2024).  
PERCEIVED CHALLENGES IN HANDLING LSENs  
Challenges in Handling LSEN  
Table 15. Thematic Grid on the Perceived Challenges in Handling LSEN  
Theme  
Subthemes  
Description of the  
Theme  
Sample Data Extract  
(Verbatim)  
Behavioral  
Teachers find it difficult “From time to time, my  
behaviors  
Disruptive  
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Management as a (shouting,  
wandering, to  
manage  
LSENs’ LSEN pinches and hits  
classmates...  
Daily Struggle  
hitting) Peer imitation behavior, which often his  
Mood  
disobedience  
swings  
and disrupts class routines and Sometimes I feel sorry  
influences other students. for my regular students.”  
Emotional and physical – Teacher Weng “Other  
disturbances  
add pupils mimic the LSEN’s  
complexity to classroom behavior  
and  
start  
control.  
misbehaving too.”  
–
Teacher Len  
Instructional Demands  
LSENs often require “Even if I repeat the  
attention span  
Short  
and  
Challenges  
Learning  
individualized tasks and explanation  
multiple  
they may  
Difficulty  
lessons Need for repeated  
retaining  
more  
time,  
causing times,  
teachers to adjust pacing understand today but  
and  
instruction  
and spend extra effort forget it by tomorrow.” –  
differentiated materials  
ensuring understanding.  
Teacher Len “I prepare  
the same lesson, but I  
create simpler activities  
for my LSEN learner.” –  
Teacher Janseen  
Inadequacy  
Resources  
Professional Support  
of  
and  
Teachers feel unsupported “There are no resources  
by the system and lack available... I have to  
resources specific to adjust and find ways.” –  
LSENs. Some rely on Teacher Weng “It would  
Lack of assistive and  
instructional  
Minimal administrative  
support Reliance on  
materials  
self-made  
colleagues for help.  
tools  
or be great if there are  
ready-to-print materials  
for LSEN.” – Teacher  
Len  
improvised materials and  
peer help  
Training Gaps and  
Emotional Burden  
Teachers  
acknowledge “I don’t have enough  
the lack of specialized training. It would have  
training in handling been better if it focused  
diverse learning and more on behavior  
Inadequate training on  
LSEN Low confidence in  
handling behavior  
Emotional exhaustion and  
stress  
behavioral needs, which management.” – Teacher  
contributes to feelings of Jan “I ask myself if I’ve  
stress, self-doubt, and truly helped the child…  
professional exhaustion.  
especially in terms of  
behavior.”  
–
Teacher  
Weng  
Theme 1: Behavioral Management as a Daily Struggle  
A recurring challenge among participants was managing the behavior of LSENs, which often disrupted  
classroom routines. Teachers described situations where learners shouted, wandered around, hit classmates, or  
refused to follow instructions. This not only disrupted the teaching-learning process but also affected the  
behavior of regular students, who sometimes mimicked the LSENs’ actions.  
One teacher shared,  
“From time to time my LSEN pinches and hits his classmates… Sometimes I feel sorry for my regular  
students.”  
Another noted,  
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“It affects the whole class because other students start imitating the LSEN’s behavior.”  
These accounts reflect how behavioral challenges extend beyond the individual LSEN and impact the overall  
classroom dynamics. Teachers often felt emotionally and physically drained by the constant need for  
redirection and intervention.  
The theme coincides with the study of Rafailes and Marikit (2024), which examined the lived experiences of  
teachers in managing behavioral challenges among learners with special needs in inclusive settings. Their  
qualitative findings highlighted those disruptive behaviors such as aggression, wandering, and defiance were  
not only frequent but also deeply exhausting for teachers.  
Educators emphasized the emotional toll of constant redirection and described how such behaviors affected the  
entire class environment. Strategies such as individualized behavior plans and reliance on peer support were  
crucial coping mechanisms, aligning closely with the data presented in this study regarding the ripple effect of  
LSEN behavior on classroom dynamics (Rafailes & Marikit, 2024).  
Theme 2: Instructional Demands and Learning Challenges  
Respondents reported that LSENs had difficulty sustaining attention, retaining lessons, and understanding  
standard classroom instruction. These learners required repeated explanations, modified tasks, and  
personalized assessment tools. Consequently, teachers found themselves designing parallel materials and  
adjusting their strategies to cater to the unique pace of LSENs. As expressed by a respondent,  
“Even if I repeat the explanation multiple times, they may understand today but forget it by tomorrow.”  
Another teacher added,  
“I prepare the same lesson, but I create simpler activities and assessments for my LSEN learner.”  
These insights illustrate the cognitive demands that LSENs bring into the classroom, compelling teachers to  
navigate between differentiated instruction and meeting curriculum standards for the rest of the class.  
Interestingly, it coincides with the study of Valera (2024), which explored how LSENs—particularly deaf and  
visually impaired students—engage with English instruction in inclusive classrooms. The study reported that  
LSENs often needed repeated instruction, visual and tactile aids, and personalized teacher guidance to retain  
and understand lessons.  
These findings mirror the accounts in your study, where teachers shared the struggle of repeating lessons and  
creating differentiated materials for LSENs while maintaining the learning pace for the rest of the class  
(Valera, 2024).  
Theme 3: Inadequacy of Resources and Professional Support  
The lack of specialized instructional materials, assistive devices, and consistent support from school  
administrators emerged as a critical concern. Teachers often relied on self-made resources or improvised  
strategies. Some received minimal assistance from the school leadership, while others had to seek help from  
colleagues or supportive parents.  
One respondent emphasized,  
“There are no resources available. I really have to adjust and find ways to ensure that the LSEN has materials  
he/she can use.”  
Another shared,  
“It would be great if there are ready-to-print materials available for us to access and use for our LSEN.”  
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The perceived insufficiency of institutional support added another layer of burden to teachers already  
managing diverse student needs in the classroom.  
The theme coincides with the study of Balgos and Albores (2025), who found that general education teachers  
often lacked sufficient instructional materials and administrative support when handling LSENs. Teachers  
reported improvising resources, depending on online materials, and seeking help from peers due to the absence  
of structured institutional support.  
These findings are consistent with your participants’ sentiments regarding the need for ready-to-use LSEN  
materials and the burden of navigating inclusive education without systemic backing (Balgos & Albores,  
2025).  
Theme 4: Training Gaps and Emotional Burden  
Teachers also acknowledged that they lacked adequate training—especially in behavior management and in  
crafting developmentally appropriate activities for LSENs. The absence of these competencies led to a lack of  
confidence, professional self-doubt, and heightened stress levels. Some teachers felt unsure whether their  
strategies were effective or if they were truly helping the learners.  
A teacher disclosed,  
“I ask myself if I’ve truly helped the child or if there has been any improvement, especially in terms of  
behavior.”  
Another reflected,  
“I don’t have enough training. It would have been better if it focused more on behavior management and listed  
materials that we can actually use.”  
While some managed to cope through peer collaboration, personal reflection, or spiritual support, the majority  
recognized the urgent need for continuous professional development tailored to inclusive education.  
The theme coincides with the study of Balgos and Albores (2025), which also highlighted the emotional and  
professional burden teachers face due to inadequate training in inclusive education. Teachers expressed a lack  
of confidence in their ability to manage LSEN behaviors and often relied on self-learning and spiritual coping  
strategies to deal with stress. The study concluded that without proper training, teachers are at risk of burnout  
and self-doubt—findings that strongly align with your data on the emotional toll and perceived inadequacy  
experienced by educators in inclusive classrooms (Balgos & Albores, 2025).  
In essence, the analysis revealed that the perceived challenges of Key Stage 1 teachers in handling LSENs are  
complex. These challenges encompass behavioral issues, instructional demands, lack of materials and  
institutional support, and insufficient training. Despite these obstacles, the teachers’ willingness to adapt and  
persist reflects a deep sense of commitment to inclusive education. However, the findings also highlight the  
need for systemic improvements in resources, training, and administrative support to better equip teachers in  
their roles.  
CONCLUSIONS  
The study aimed to determine the level of preparedness of Key Stage 1 public school teachers in handling  
learners with special needs in the Tagbilaran City Schools Division, Bohol Province, for the school year 2024–  
2025. The ultimate goal of this study is to propose an action plan based on the findings. Specifically, the study  
seeks to answer the following questions:  
(1) What is the profile of the Participants in terms of their area of specialization, highest educational  
attainment, and trainings or seminars attended in inclusive education?  
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(2) What is the level of preparedness of the Participants in handling learners with special needs in terms of  
knowledge, attitude, and skills?  
(3) Is there a significant difference in the Participants’ level of preparedness when grouped according to their  
profile?  
(4) What are the perceived challenges of the Participants in handling learners with special needs? (5) Based on  
the findings, what action plan may be proposed to address the identified needs and challenges?’  
Profile of the Respondents. The majority of Key Stage 1 public school teachers in the Tagbilaran City  
Schools Division were female and in their mid-career stage. Most held a generalist teaching background, with  
only a few specializing in Special Education. Although many had long years of teaching experience and some  
were pursuing graduate studies, most still held only a bachelor’s degree. All teachers had attended trainings or  
seminars related to inclusive education, indicating widespread exposure to initial capacity-building efforts.  
Level of Readiness in Handling Learners with Special Needs. Teachers were moderately prepared in terms  
of knowledge, attitudes, and skills. They had basic awareness of inclusive education concepts, but showed  
limited familiarity with assistive technologies and policies. Their attitudes were generally positive and  
supportive of inclusive practices, yet concerns about confidence and stress were noted. In terms of skills,  
teachers demonstrated strong affective qualities such as empathy and patience, but needed further development  
in technical competencies like implementing Individualized Education Programs and collaborating with SPED  
specialists.  
Significant Difference in Readiness Based on Profile Variables. There was no significant difference in the  
level of preparedness when Participants were grouped according to age, field of specialization, length of  
service, and highest educational attainment. This suggests that teacher preparedness was more likely  
influenced by the quality and relevance of training rather than by demographic or academic characteristics.  
Perceived Challenges in Handling Learners with Special Needs. Teachers faced multiple challenges in  
handling learners with special needs, including managing disruptive behaviors that affected the entire  
classroom environment. They struggled with high instructional demands, as LSENs required repeated  
instruction, simplified tasks, and more time to learn. The lack of assistive materials and consistent  
administrative support further added to their burden. Many felt emotionally strained due to inadequate training,  
especially in behavior management, leading to low confidence and self-doubt.  
Findings from both quantitative and qualitative strands indicate that Key Stage 1 public school teachers in the  
Tagbilaran City Schools Division demonstrate a moderate level of preparedness in handling learners with  
special educational needs. While survey data showed generally positive attitudes and basic knowledge and  
skills in inclusive education, gaps remained in the use of assistive technologies, implementation of  
individualized strategies, and collaboration with specialists. These quantitative results were reinforced by  
qualitative insights, where teachers described persistent challenges such as disruptive behaviors, demanding  
instructional adjustments, limited access to specialized materials, and emotional strain due to insufficient  
training.  
RECOMMENDATIONS  
Based on the salient findings of the study, the action plan is hereby recommended to enhance preparedness in  
handling LSENs.  
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