Assessing Teachers’ Technological Pedagogical Knowledge and Early Childhood Development of Learners with Special Educational Needs

Abstract

This research assessed the technological pedagogical knowledge and early childhood development of LSENs among SPED teachers at the identified SPED centers in Cebu City and Talisay City Division for the school year 2022-2023 as the basis for pedagogical skills enhancement plans. It aims to establish a foundation for enhancing pedagogical capabilities. Employing quantitative techniques, this study analyzed the responses of 106 respondents, which include teachers and parents, using the frequency, weighted mean, chi-square, and t-test for the statistical analysis. Findings revealed that parent-respondent profiles showed that most respondents were female, 35-44 years old, high school graduates, had 1-2 and 3-4 children, and had a combined family monthly income of 10,000 and below. Results found that each parent and teacher respondent perceived LSENs' mastery level in early childhood improvement as Near Mastery and instructors' technological pedagogical information became classified as Knowledgeable. Notably, there is no significant difference between the parents' and teachers' perceptions of LSENs' mastery. This observation points to the need for teachers to strengthen their technological and teaching skills to support young children's unique needs better. It emphasizes how important it is to provide SPED teachers with opportunities to enhance their ICT skills to help children with special educational needs (LSENs) learn and grow more effectively.