2025 IJRSE – Volume 14 Issue 11
Divine Word College of San Jose Special Issue
Available Online: 27 May 2025
Author/s:
Ramirez, Dionis Joyce S.*
Divine Word College of San Jose, Philippines (dionisjoyce.ramirez@deped.gov.ph)
Baton, Shaila Marie A.
Divine Word College of San Jose, Philippines (batonshaila@gmail.com)
Mamungay, Avegail G.
Divine Word College of San Jose, Philippines (msavegailmamungay@gmail.com)
Dapucanta, Amgelyn M.
Divine Word College of San Jose, Philippines (amgelynd@gmail.com)
Galay-Limos, Jenny A.
Divine Word College of San Jose, Philippines (jennygalay05@gmail.com)
Abstract:
This study explores the impact of teachers’ training and classroom management on enhancing the learning experiences of learners with disabilities (LWDs) at San Jose National High School. With the implementation of DepEd Order No. 44, s. 2021, which mandates inclusive education in the Philippines, it is essential to assess and evaluate how prepared the teachers are to support our learners with disabilities (LWDs). This research used a descriptive-correlational quantitative design, and the study collected data through a researcher-made instrument administered to all 45 teachers and 86 identified LWDs in the school. The results indicate that although most teachers have considerable teaching experience, many lack specific training in special education, specifically the strategies for handling LWDs. This lack hinders the ability of the teachers to implement inclusive strategies effectively. Classroom management practices were found to be moderately effective, especially in maintaining order and routine, but showed limitations in providing individualized support and fostering inclusivity. Despite these challenges, learners with disabilities displayed moderate to high levels of engagement, particularly in interactive and collaborative activities. Regression analysis revealed a significant positive correlation between teachers’ training, classroom management, and improved learning experiences for LWDs. The findings highlight the importance of continuous professional development for teachers, specifically targeting inclusive education strategies, alongside stronger collaboration among educators, administrators, and stakeholders. This study also recommends broader comparative studies and incorporates qualitative methods to gain deeper insights into the lived experiences of LWDs and their teachers. Strengthening inclusive practices can ensure equitable and meaningful learning opportunities for all learners.
Keywords: inclusive education, teachers’ training, classroom management, learners with disabilities, professional development
DOI: https://doi.org/10.5861/ijrse.2025.25511
Cite this article:
Ramirez, D. J. S., Baton, S. M. A., Mamungay, A. G., Dapucanta, A. M., & Galay-Limos, J. A. (2025). The impact of teachers’ training and classroom management on enhancing the learning experience of learners with disabilities in San Jose National High School. International Journal of Research Studies in Education, 14(11), 113-123. https://doi.org/10.5861/ijrse.2025.25511
* Corresponding Author