ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
The study uncovers the awareness, readiness and the perceived roles of senior high school teachers on special education where descriptive and exploratory research using a focusedgroup discussion approach was employed. The data were culled from the researcher developed and validated instruments responded by 30 senior high school teachers selected following snowball technique, considering their experiences in handling special learners. The data were qualitatively and quantitatively coded, analyzed, interpreted and presented. Findings revealed that respondents are “moderately aware” of special education, its philosophy, goals and mechanisms, and “somewhat ready” in handling LSN in their respective classes. “Academic coach,” “counselor” and “motivator” were ranked highest as perceived roles in the inclusion of special learners. The study concluded that attempt to include special learners in regular classes will truly educate them as inclusion is deemed necessary for these learners to proceed to tertiary and acquire a career after. The study recommended that senior high school teachers should train themselves on special education. Thus S.H.I.E.L.D. (Senior High School Inclusive Education for Learning and Development), a capacity building program for senior high school teachers, is proposed.