Classroom Management Strategies for Teachers Handling Children with Special Needs

This study employed descriptive comparative research design to evaluate the management strategies employed by public schools in Ilocos Norte for teachers handling children with special needs. The research profiled respondents based on their sex, length of service, and highest educational attainment to contextualize the findings. A researcher-made instrument was used as the primary data collection tool, which included structured questionnaires containing Likert scale items. Respondents assessed the institution's management strategies for teachers handling children with special needs and generally gave positive evaluations across several key areas. The average score indicated that respondents generally agreed that the management strategies were evident. Stress management and teacher support were rated more favorably by male respondents compared to female respondents. However, no significant differences were observed in other areas. There were no significant differences found in the assessments across any of the evaluated areas, regardless of the length of service. Both respondents with varying lengths of service had similar mean scores for behavior management, collaborative approaches, teacher training and professional development, stress management and teacher support, parental involvement, skills development, creativity and innovation, and inclusive practices. No significant differences were found in the respondents' assessments across all areas, based on the analysis of their highest educational attainment. Based on the findings, a faculty development program was proposed to produce a comprehensive understanding of the effectiveness of current classroom management strategies for teachers handling children with special needs in Laoag City public schools.