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Abstract
This study investigates the relationship between teachers’ proficiency and their use of instructional materials for special education learners in inclusive settings. Utilizing a descriptive-correlational design, the study surveyed teachers on their knowledge of special education laws, expertise in individualized education programs (IEPs), understanding of diverse learning needs, and application of evidence-based strategies. Results indicate moderate proficiency among teachers, with higher ratings for general beliefs in inclusive practices but lower familiarity with specialized tools, such as adaptive technology and augmentative communication systems. The findings reveal a strong positive correlation (r = 0.8414) between teachers’ proficiency and their use of instructional materials, suggesting that increased skill levels lead to more effective resource utilization in supporting special needs learners. This research underscores the need for targeted professional development to enhance teachers' confidence and capability in using instructional resources effectively, which can foster more accessible, inclusive learning environments and improve educational outcomes for students with disabilities. https://doi.org/10.30069/wjher.4.4
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Journal: World Journal on Education and Humanities Research Volume (Issue): 4(4) DOI: https://doi.org/10.30069/wjher.4.4 Pages: 184-201Published: 10-30-2024Copyright: Copyright (c) 2024 Florencio Karaan Jr., Lilibeth Pinili, Danilo Cebe, Regina Sitoy, Raymond Espina, Roberto Suson Open access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteKaraan Jr., F., Pinili, L., Cebe, D., Sitoy, R., Espina, R., Suson, R. (2024). Teachers’ Proficiency and Instructional Materials for Special Education Learners Within the Inclusive Educational Settings. World Journal on Education and Humanities Research, 4(4), 184-201. https://doi.org/10.30069/wjher.4.4

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Final Submission Date: 10th October 2024
Acceptance Notification Date: 30th November 2024