Challenges in the Implementation of the Bachelor of Special Needs Education Curriculum

Abstract

This study investigated the challenges in implementing the Bachelor of Special Needs Education curriculum at the College of Education, Sumacab Campus. It aimed to describe the students’ profile, assess the challenges in curriculum content, instructional strategies, and learning resources, and propose an action plan for improvement. A quantitative descriptive–correlational design was employed, involving 115 students selected through stratified random sampling. Data were gathered using a validated and reliable survey questionnaire and analyzed through descriptive and inferential statistics. Results showed that most respondents were 20 years old, predominantly female, and academically high-performing. Challenges in curriculum content and instructional strategies were generally rated as slightly challenging, while learning resources were viewed as slightly to moderately challenging, particularly in relation to limited digital materials, assistive tools, and updated references. The study concludes that strengthening curriculum organization, adopting innovative teaching practices, and improving access to resources are essential to prepare future educators for the diverse needs of learners with disabilities.