Perceptions of Teachers and Administrators on Assessment, Placement, and Enrollment for Learners with Special Needs

Abstract

This study examined how selected public schools implement assessment methods, educational placement, and enrollment practices for incoming Grade 7 learners with presumed special needs. Using a quantitative descriptive–correlational design, data were gathered from 24 teachers and 11 school administrators through a 45-item survey covering assessment, placement, and enrollment indicators. Descriptive statistics and the Mann–Whitney U test were employed to analyze perceptions and group differences. Results showed that respondents generally perceived these practices as moderately practiced, with teachers consistently rating implementation higher than administrators. Significant differences were found between the two groups across assessment (p=0.00016), placement (p=0.00512), and enrollment (p=0.00214). Lower ratings were noted in IEP development and access to specialized support services. Profile data further revealed a predominantly female, early-career SPED workforce with active training participation but limited long-term experience. While schools possess essential inclusive facilities, specialized resources remain limited. Findings highlight perceptual gaps between classroom practice and administrative oversight, underscoring the need to strengthen IEP procedures, expand specialist services, and improve coordination to enhance inclusive practices for learners with special needs.their effectiveness.