Abstract
This study explores the foundation of education and its role in addressing the diverse needs of learners, particularly those with special needs, in a regular classroom setting. Employing a descriptive-correlational research design, data were collected from 150 teachers using researcher-made questionnaires. The respondents were selected through random sampling to ensure a representative sample. The study aimed to validate the development of educational strategies for learners with special needs. The findings highlight the necessity of Special Education Teachers in every school and the provision of adequate resources to support these learners. A significant issue identified was the lack of parental support, attributed to insufficient knowledge among both teachers and parents in handling learners with special needs. This lack of support at home emerged as a major challenge, adversely affecting teachers' coping mechanisms and, consequently, their teaching performance. Recommendations based on the study's conclusions include: (1) providing teachers with seminars and training on Special and Inclusive Education; (2) encouraging parental and community involvement in supporting children's education; (3) advocating for curriculum planners to incorporate Special and Inclusive Education into the Basic Education goals; (4) fostering a supportive and trusting workplace culture within schools; and (5) suggesting future research to expand on these findings and explore additional variables related to Special and Inclusive Education.
