Special Education Program: Teacher Practices, Strategies, Beliefs and Attitudes of West I and West II Districts
Bibliographic record
Abstract
This study examined the implementation of the Special Education Program (SPED) in public elementary schools within the West I and West II Districts, focusing on teachers' practices, strategies, beliefs, and attitudes. Conducted at Sgt. Miguel Canoy Memorial Central School, NAPOCOR Elementary School, and Suarez Elementary School, the research utilized a phenomenological approach to gain deeper insights into teachers' real-life experiences in inclusive classrooms. During the fourth quarter of 2025, qualitative data were gathered through interviews and focus group discussions, offering a comprehensive view of the challenges and strengths associated with SPED implementation. Findings revealed that while teachers commonly used strategies like differentiated instruction, peer learning, and individualized support, they also faced barriers such as limited training, a lack of resources, and large class sizes. Despite these hurdles, many educators showed strong dedication and positive attitudes toward inclusive education. The study emphasizes the importance of ongoing training, enhanced support systems, and more effective implementation of policies to enhance SPED services. It offers practical insights for teachers, school leaders, and policymakers committed to creating more inclusive learning environments.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".