Bridging Knowledge and Practice: Special Education Teachers’ Role in Individualized Education Plan Development

This study examined the extent of knowledge and practices of Special Education Teachers (SPETs) in developing Individualized Education Plans (IEPs) in selected schools in Cagayan Valley, Region II, Philippines. Utilizing a descriptive-correlational research design, data were gathered from 40 SPETs including receiving teachers through a validated survey questionnaire and content analysis of actual IEPs. Results indicated that SPETs demonstrated a high level of knowledge in IEP development, particularly in the application of interventions, information gathering, and planning. However, reviewing and revising IEPs were identified as areas needing improvement. Similarly, the extent of practice in IEP preparation was high, with teachers consistently engaging in all key phases, though challenges remained in collaboration with specialists and systematic review processes. A strong positive correlation was found between teachers’ knowledge and practices, emphasizing the importance of continuous professional development. These findings highlight the need for structured training programs, administrative support, and collaborative mechanisms to enhance IEP preparation and implementation, ensuring improved learning outcomes for students with special needs.