World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue X (October 2026), pp.120-123
Jelly Rose Cacal Antonio
Teacher I
Surcoc Integrated School
Introduction
Teacher competence and continuing professional development are important considerations in the implementation of Special Needs Education (SNED). Teachers are expected to respond to diverse learner needs through appropriate assessment, individualized planning, curriculum adaptation, instructional support, and collaboration with families and other professionals. Consequently, the availability of relevant training and opportunities for professional growth may be reflected in the quality and consistency of SNED practices.
This study examined the implementation of SNED in Surcoc Integrated School in relation to selected characteristics of SPED teachers, with particular attention to position and participation in relevant trainings and seminars. The purpose was to identify whether implementation differed across teacher groups and whether selected professional characteristics were associated with implementation.
The World Education Connect Multidisciplinary e-Publication is a reputable, refereed, and peer-reviewed international journal. It is dedicated to fostering academic excellence and promoting interdisciplinary research across diverse fields. The journal covers a wide range of topics, including education, psychology, science, technology, social sciences, humanities, and more, providing a platform for scholars and researchers to share their knowledge and insights.
In addition, the publication places a special emphasis on the promotion and development of the Filipino language, contributing to its growth and recognition in the global academic community.
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