RECEIVING TEACHERS’ PREPAREDNESS IN HANDLING STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN THE JUNIOR HIGH SCHOOL LEVEL
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Abstract
This research assessed the receiving teachers’ level of preparedness in handling students with special educational needs in the Junior High School of Talisay City National High School, DepEd Talisay City Division during the School Year 2021-2022. The design used in this study is the descriptive-correlational method of research for teachers and of the aforementioned school. Study population was comprised of one hundred fourteen teachers of the school. The instruments used for the study was adopted from the study of Aldabas (2020). It is used to obtain the teachers’ profile as to their age, gender, civil status, years in service, performance rating, highest educational attainment, type of classroom, number of years with students with special needs mainstreamed in class, disability type of students taught, and appropriate trainings attended. The teachers perceived level of preparedness in terms of collaboration and teaming skills, use effective instructional methods, implementation of inclusion, skills for planning and implementation of behavioral interventions, access to general education curriculum, and skills for transition planning are tackled. The data revealed that the teacher’s perceived level of preparedness in the abovementioned areas is at moderately prepared with eight out of thirty-one aspects perceived by the teachers as not sure. Data revealed that there is significant difference between the teachers’ profile and disability type of the students and their perceived level of preparedness to handle students with special educational needs. Hence, it is recommended that the capacity building centered around awareness raising, coaching process, and identifying thematic issues be adopted.
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