• GESA MAY R. VIVO

Special education teachers are critical in fostering inclusive education, yet many schools face shortages of qualified professionals. The study explored the challenges of special education teachers. This study investigated the professional profiles of these teachers and the readiness of schools to support special education programs. Findings showed that most SNED teachers held a bachelor's degree and had 6 -10 years of experience, with 80% having attended multiple SNED related trainings. Despite this, school readiness was rated only moderately across key areas: facilities, training and professional development, and curriculum adaptation. The highest teacher satisfaction was with training in managing diverse needs, while the lowest was with infrastructure accessibility. A chi-square test revealed no significant relationship between teaching capacity and school readiness. The study concludes that while teachers show moderate capacity, systemic and institutional changes are needed to improve school readiness for inclusive education.

Teacher, Special Needs Education

"Teachers’ Capacity and School Readiness in Special Needs Education (SNED)", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 5, page no.l298-l303, May-2025, Available :http://www.jetir.org/papers/JETIR2505C20.pdf

"Teachers’ Capacity and School Readiness in Special Needs Education (SNED)", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 5, page no. ppl298-l303, May-2025, Available at : http://www.jetir.org/papers/JETIR2505C20.pdf