Abstract
This study focused on the level of awareness of receiving teachers handling learners under SNEd program in regular classroom set-up at Abuyod Elementary School during the School Year 2024-2025. Mixed-methods of research was used utilizing descriptive and thematic approach. Twenty-two (22) teachers were chosen purposively as respondents of this study. Based on the result, it was found out that the teacher-respondents level of awareness obtained weighted mean of 2.51, 2.95, and 2.52 as to department guidelines, instructional strategies, and classroom management respectively. Likewise, it can be drawn from their answers that the common challenges they encounter as they handle learners under SNEd program in their regular classroom set-up included lack of sufficient training, insufficient learning materials, limited parental involvement. It was concluded that the receiving teachers are aware of the department guidelines about special education, instructional strategies to be employed to address the needs of the learners, and classroom management to be established to ensure inclusive education. However, the challenges they experience can impede their provision of quality education catering the diverse and special needs of the learners.
