Abstract
This study addressed the significant challenges faced by special education teachers in the Division of Iligan City, focusing on attitudes towards inclusion, self-efficacy, and instructional adaptation. The main objectives were to identify these challenges and explore the coping mechanisms employed by the teachers. The respondents were 35 SNED teachers from various elementary schools, surveyed during the school year 2024-2025. The research was conducted in Iligan City using a descriptive-correlational design. The findings revealed that most respondents were females aged 36-45 with considerable teaching experience and extensive SNED training. Key challenges included managing inclusive classrooms, time management, and effectively adapting instructional methods. Teachers strongly believed in inclusive education and are eager for more professional development. Coping mechanisms such as self-care, parental collaboration, and ongoing professional development were highly valued. Significant correlations were found between self-efficacy, instructional adaptation, and SNED training, highlighting the importance of targeted professional development. The study concluded that continuous training, improved professional development programs, and leveraging experienced teachers' expertise are essential for supporting inclusive education and addressing the identified challenges. Furthermore, addressing these challenges can enhance teaching effectiveness and student outcomes in inclusive education settings.
