Equipped or Unprepared

Abstract

This study examined the readiness of public Special Education (SPED) teachers to implement Individualized Education Program (IEP)-based accommodations for learners with learning disabilities. Specifically, it explored the challenges encountered during implementation, the coping strategies employed, the contextual factors influencing practice, and the innovative approaches that emerged from participants' lived experiences. Guided by Social Cognitive Theory, Ecological Systems Theory, and the Theory of Planned Behavior, the study employed a qualitative descriptive research design. Ten SPED teachers from selected public elementary schools in Bulacan and Laguna were purposively selected and participated in semi-structured interviews. Data were analyzed using Braun and Clarke's reflexive thematic analysis. The findings revealed that participants demonstrated commitment and adaptability in implementing IEP-based accommodations despite challenges associated with limited resources, heavy workloads, inadequate training, and inconsistent institutional support. These challenges were addressed through collaboration, instructional adaptations, resource improvisation, and learner-centered practices. The findings further indicated that readiness was shaped not only by individual competence but also by organizational and contextual conditions that influenced implementation. Drawing from these findings, the study developed a Comprehensive IEP Implementation Toolkit to provide practical guidance, promote consistency in IEP implementation, and support inclusive educational practices in public SPED centers.