Issues and Challenges of Special Needs Education Program in the Province of Isabela: Basis for a Proposed Enhancement Model
DOI:
https://doi.org/10.65339/ijsis.V1.I3.208Keywords:
Access, Enhancement Model, Inclusive Education, Isabela, Quality, Special Needs Education, Stakeholders, Support, TrainingAbstract
This study aimed to develop an Enhancement Model addressing the issues and challenges encountered in the implementation of Special Needs Education (SNED) in elementary schools in the Province of Isabela. It employed a sequential explanatory mixed-methods design. Quantitative data were gathered through a researcher-made questionnaire administered to 36 purposively selected teachers, school heads, and supervisors who had at least three years of direct involvement in SNED. The instrument, validated by seven experts and pilot-tested for reliability, measured the extent of challenges across access, quality, support, stakeholders, and training. Qualitative data were obtained through semi-structured interviews with selected survey respondents and analyzed using thematic analysis until saturation. Findings revealed a moderately experienced workforce that was predominantly non-specialized (66.7 percent general education background) with limited training exposure. Access was institutionally present yet constrained by financial, transportation, and geographic barriers. Quality was generally perceived as adequate, except for shortages of specialized support staff. Support and stakeholder engagement were functional at the school level but only moderately integrated systemically. Training opportunities existed but lacked sufficient specialization and continuity. Differences among respondent groups and across teacher profiles were largely non-significant. The study concludes that SNED is established but not fully equitable or optimized, providing an empirical basis for a context-responsive Enhancement Model focused on specialized competencies and continuous professional development. The research contributes to SDG 4 (Quality Education) by strengthening inclusive and equitable education for learners with disabilities, and to SDG 10 (Reduced Inequalities) by addressing barriers that limit equal access. Its sustainability impact lies in enhancing educational and institutional capacity, fostering more resilient school-community partnerships, and supporting policy-aligned improvements in inclusive education delivery.
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