Special Needs Education Teacher Workforce in Parañaque City: Implications for Inclusive Education Planning

This study examined the Special Needs Education (SNED) teacher workforce in the Schools Division Office of Parañaque City and its consequences for inclusive education planning. Employing a descriptive documentary research approach and analyzing official records, the study assessed workforce capacity, deployment, and support for learners with special needs. Results indicated that 1,729 learners with special needs were served by only 28 permanent SNED teachers and 54 general education teachers in inclusive classes. However, 2,700 teachers completed SNED-related professional development; only a small number held permanent SNED positions. This evidence shows that while professional development has enhanced teacher capacity, the limited availability of specialized permanent positions is still a significant obstacle to effective inclusive education implementation. The proposed Special Education Teacher Workforce Planning Framework (SETWPF) is presented as a potential model for workforce mapping, development, and strategic choices.