Author

Teresa C. Cayabyab*
Philippine Christian University, Taft Avenue, Manila, Philippines

Abstract

This study evaluated the collaborative partnership between Special Education and General Education teachers in implementing inclusive education strategies. A descriptive-comparative research design was used in this study. The participants of the study were Special Education and General Education teachers with varied years of teaching experience and educational attainment. A researcher-made survey questionnaire was utilized to measure the level of collaboration between the two groups of teachers in the areas of instructional design, student readiness, assessment and feedback, and technology infrastructure. Findings revealed that both Special Education and General Education teachers reported high collaboration in most areas, with no significant difference except in assessment and feedback, where Special Education teachers perceived higher involvement. Barriers such as time constraints, differences in teaching styles, communication breakdowns, and a lack of professional development were also identified. The study recommends professional development programs, improved communication, scheduled planning time, and in-service training to strengthen collaboration between Special Education and General Education teachers in fostering inclusive education.

Keywords: Inclusive education, collaboration, co-teaching, Special Education, General Education.

*Corresponding author / Email: teresacayabyab57@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05021181

Recommended citation:
Cayabyab, T. C. (2026). Collaborative partnership between special education teachers and general education teachers: Basis for proposed in-service training. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 4702-4714. http://doi.org/10.69651/PIJHSS05021181

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References