Knowledge and Skills Competence of Special Education Teachers in Ilocos Norte
DOI:
https://doi.org/10.11594/ijmaber.07.09.10Keywords:
Inclusive education, Knowledge competence, Special education teachers, Skill competence, PhilippinesAbstract
Inclusive education has led to a major paradigm shift in the Philippines' education system. The establishment of inclusive learning resource centers, through the enactment of Republic Act 11650, has served a major role in uplifting inclusive education nationwide. However, this mandate, with all its positive ideas and visions, seems challenging for the Department of Education, particularly for teachers. Aside from the challenges with facilities and equipment, special education teachers also needed pedagogical and professional support. This descriptive-correlational study was conducted to determine the knowledge and skills competence of 18 purposively identified special education teachers from Special Education Centers and Inclusive Learning Resource Centers in the province of Ilocos Norte. Results reveal that they have high knowledge and skill competence across 20 indicators, with weighted means of 4.03 and 4.16, respectively. Meanwhile, it was also revealed that there is a positive correlation between these variables, with an R-value of 0.81 and a p-value of <0.0001. This only signifies that their level of knowledge is at par with their skill execution. However, the findings also stressed the need to strengthen their knowledge and skills through rigorous seminars and training to equip them with the skills needed to teach learners with special needs.
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