World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue III (March 2026), pp.188-208
Authors
Chezelle Joyce C. Oraiz, Genovilla V. Lalisan, Orlson M. Oraiz, Hazel Jade Huliganga
Graduate School
Holy Cross of Davao College
Abstract
The enactment of Special Needs Education (SNEd) policies in public schools remains a significant challenge at both global and local levels, as educators navigate the complexities of diverse student needs, insufficient training, and inadequate teaching resources. Evidence from both international and local contexts frequently indicates that policy expectations do not align with classroom realities, leading to an ongoing gap between practice and policy. In the Philippines, teachers grapple with adapting curricula, addressing learner diversity, and managing a shortfall of assistive and instructional materials—issues that reflect similar difficulties noted in numerous developing and industrialized nations. These systemic obstacles not only impede the implementation of high-quality inclusive practices but also increase the workload demands on educators responsible for supporting students with disabilities.
This research focused on identifying the challenges faced by 200 public elementary school teachers implementing SNEd policies in General Santos City and Alabel, Sarangani Province. Employing a descriptive quantitative methodology and a validated questionnaire, the study assessed the intensity of challenges related to curriculum adaptation, learner diversity, and instructional resources; evaluated teachers' adherence to required policy measures; and examined their professional support requirements in relation to perceived inclusive outcomes and teachers' adjustment. Reliability analyses indicated strong internal consistency across all scales, enabling robust interpretation of composite means and inter-scale relationships.
The results indicated that teachers face significant challenges—rated as high to very high—particularly regarding the adequacy of instructional resources, which emerged as the most critical barrier. While adherence to implementation protocols was rated highly overall, participants expressed substantial support needs, particularly concerning assistive technology (AT) focused on instructional workshops and relief from documentation burdens. Importantly, consistent development of Individualized Education Plans (IEPs) showed the lowest adherence to required procedures, highlighting prevalent difficulties in fulfilling procedural obligations. Despite these limitations, teachers perceived inclusive outcomes and professional adaptation as being highly effective; correlation and regression analyses identified adherence to implementation as the strongest predictor of favorable inclusive results.
These findings underscore an urgent need for targeted interventions that combine capacity building and systemic support. Recommendations include structured coaching initiatives, professional development aligned with AT needs, staffing responsive to workload pressures, and enhanced resource allocation. Strengthening these aspects is vital not only for improving SNEd policy execution but also for alleviating global challenges such as teacher burnout, unequal access to support services, and inconsistent provision of inclusive education. The study advocates for further longitudinal studies employing mixed methods approaches and multivariate analyses to deepen insights into implementation dynamics while fostering more resilient and equitable systems for inclusive education.
Keywords: Special Needs Education (SNEd), Inclusive Education, Implementation Adherence, Teacher Support Needs, Assistive Technology (AT), Documentation Workload, Inclusive Outcomes
https://doi.org/10.65494/pinagpalapublishing.177
