Assessing Learners’ Difficulties and Teacher Competence in Identifying the Characteristics of Specific Learning Disabilities in an Inclusive Education Program

This study examined the difficulties faced by learners and the competence of teachers in identifying characteristics of Specific Learning Disabilities (SLD) within an inclusive education program at Lila Central Elementary School Cluster, Lila District, Bohol Division, for the school year 2023–2024. The research aimed to address gaps in teacher preparedness and provide actionable strategies for improving support for learners with SLDs, serving as the basis for a comprehensive intervention plan. The study employed a descriptive-correlational research design to explore relationships between learners’ profiles, their difficulties, and teacher competence in identifying SLD characteristics. Data were collected from 16 teachers and 40 learners using adapted survey instruments, including the Questionnaire on Teachers’ Competence in Identifying Pupils with Learning Disabilities (QTCIPLD). Key findings highlighted that most teachers were experienced professionals with general education backgrounds but lacked specialized training in SLD identification. Learners with SLDs, predominantly male and aged 5–8, faced persistent challenges in arithmetic, reading, and writing, compounded by socioeconomic disadvantages that limited their access to medical and educational resources. Statistical analysis revealed that age significantly influenced learners’ difficulties, while teacher competence was associated with the number of SLD learners they handled and their participation in training and seminars. The study underscores the importance of targeted professional development for teachers and age-appropriate interventions to address learners’ academic and communication challenges. Recommendations include specialized teacher training, implementation of programs for dyslexia, dyscalculia, and dysgraphia, parental support initiatives, and the establishment of a dedicated special education facility. These findings contribute to bridging gaps in inclusive education and enhancing equitable learning opportunities for students with special needs.