Evaluating the Effectiveness of Immersive Training in Enhancing Special Education Teachers’ Readiness and Capacity to Support Learners with Disabilities

Abstract

This study evaluated the effectiveness of immersive training in enhancing Special Education (SPED) teachers’ readiness and capacity to support learners with disabilities. Using a descriptive–correlational research design, data were collected from 25 SPED teachers across eight public elementary schools under the Department of Education, Cebu Province Division. A validated researcher-made questionnaire assessed the impact of immersive training on teachers’ pedagogical competence, confidence, and instructional adaptability. Findings revealed that teachers who underwent extensive immersive experiences—such as practicum, internships, and supervised classroom engagements—demonstrated higher levels of readiness and effectiveness, particularly in behavior management, instructional planning, and IEP implementation. Gaps remained in managing learners with multiple disabilities and in the consistent use of evidence-based interventions. Statistical analysis showed a moderate positive correlation between immersive training and teacher readiness and effectiveness (r = 0.594, p = 0.002), confirming that immersive training significantly enhances SPED teachers’ professional competence. The study concludes that immersive training fosters reflective practice, confidence, and adaptability essential for inclusive education. Based on these findings, the Proposed Strategies for Enhanced SPED Teacher Readiness were developed, emphasizing structured mentoring, reflective learning, and continuous professional development. Strengthening partnerships among DepEd, CHED, and Teacher Education Institutions is recommended to institutionalize standardized, evidence-based immersive training programs that equip SPED teachers to meet the diverse needs of learners with disabilities.