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

Abstract

Inclusive education has emerged as a global priority, emphasizing equitable learning opportunities for all students, including those with special educational needs (SEN). In the Philippines, national policies such as Republic Act 11650 and DepEd Orders 44 and 23 underscore the commitment to inclusive practices. However, the implementation remains challenging, particularly among Key Stage 1 (K1) teachers. This study aimed to assess the level of preparedness of K1 public school teachers in handling learners with special needs in Tagbilaran City Schools Division, Bohol Province, for the school year 2024–2025. Employing a convergent parallel mixed-methods design, quantitative data were gathered through a validated survey questionnaire, while qualitative insights were obtained via reflexive thematic analysis of interviews. Findings revealed that teachers demonstrated a generally positive attitude and moderate skills toward inclusive education but exhibited gaps in knowledge, particularly regarding the use of assistive technologies and individualized education planning. No significant differences were found in preparedness levels across demographic variables such as age, specialization, service length, and educational attainment. Challenges identified included limited training, behavioral management difficulties, resource scarcity, balancing class demands, and inconsistent institutional support. The study concludes that while K1 teachers are motivated, systemic gaps hinder full inclusive practice. An action plan focusing on continuous training, resource enhancement, peer mentoring, and stronger administrative support is proposed to address these challenges. The findings contribute to strengthening inclusive education initiatives, offering policy and practice recommendations applicable to similar urban Philippine contexts and beyond.