Knowledge and Competency Levels of Receiving Teachers ni Handling Students with Special Needs Education in Public Junior High School in Congressional District 2, Valenzuela City

Abstract

This study examined the knowledge and competency of receiving teachers in handling students with special needs, including the challenges they encounter and the relationship between knowledge and competency. It also explored how respondents’ profiles influence their knowledge and competency, with the aim of proposing a training program to enhance inclusive education practices.

The study employed a descriptive–evaluative and descriptive–comparative research design. Data were gathered from receiving teachers through a structured survey questionnaire. Statistical tools such as weighted mean, standard deviation, t-test/ANOVA, and Pearson correlation were used to analyze the data in determining levels of knowledge, competency, significant differences across profile variables, and the relationship between knowledge and competency.

Findings revealed that respondents are generally knowledgeable in handling students with special needs, particularly in differentiated instruction and classroom management, while areas such as assistive technology use and policy interpretation require further enhancement. In terms of competency, respondents demonstrated a competent to more competent level across all domains, with strengths in learning environment management and learner diversity, but lower competency in individualized planning and research-based practices.

Significant differences in both knowledge and competency were found when respondents were grouped according to gender, bachelor’s degree, teaching position, training exposure, and years of experience in handling students with special needs. Meanwhile, age, civil status, and highest educational attainment showed no significant differences. A very high positive relationship was also found between knowledge and competency (r = 0.930, p < 0.05), indicating a strong interdependence between the two variables.

Moreover, respondents reported more serious challenges in handling learners with special needs, particularly in addressing emotional and behavioral needs, managing diverse students, and adapting instruction. Despite these challenges, they strongly supported the need for professional development, collaboration, and instructional adaptation as key solutions.

The study concludes that while receiving teachers demonstrate adequate high levels of knowledge and competency in special needs education, gaps still exist in specialized instructional practices and support systems. The strong relationship between knowledge and competency highlights the importance of continuous professional development in improving inclusive teaching practices. The findings further emphasize the need for targeted training programs, enhanced institutional support, and strengthened collaboration among stakeholders to address challenges in inclusive education.