2026 IJRSE – Volume 15 Issue 17
Available Online: 8 July 2026
Author/s:
De Guzman, Donna D.
Nueva Ecija University of Science and Technology, Philippines
Abstract:
The transition from teacher preparation programs to professional practice is a critical phase in the development of special education professionals. This study examined the professional readiness of the pioneer graduating students of the Bachelor of Special Needs Education (BSNEd) program at Nueva Ecija University of Science and Technology (NEUST). Using a descriptive survey design, data were collected from 39 out of 58 graduating students from the BSNEd Batch 2026. The survey assessed four dimensions of readiness: instructional readiness, disability-specific management, behavior and classroom management, and collaboration and professional identity. Results revealed that participants generally perceived themselves as highly prepared for professional practice. The highest-rated indicator was advocacy for the rights of learners with disabilities (M = 4.64), while readiness to address the needs of learners with sensory impairments obtained the lowest mean score (M = 3.85). Findings suggest that the BSNEd program effectively developed foundational competencies aligned with inclusive education and special needs instruction. However, enhanced training in sensory impairments and intellectual disabilities is recommended. The study provides baseline evidence for curriculum enhancement and continuous improvement of teacher preparation programs in special needs education.
Keywords: professional readiness, Bachelor of Special Needs Education, inclusive education, pre-service teachers
DOI: https://doi.org/10.5861/ijrse.2026.26295
Cite this article:
De Guzman, D. D. (2026). Professional readiness of pioneer BSNEd graduates for special needs education practice. International Journal of Research Studies in Education, 15(17), 1-7. https://doi.org/10.5861/ijrse.2026.26295