Unraveling The Complexities of Reading Comprehension Among Learners with Special Educational Needs in Philippine Inclusive Settings

Abstract

This research explored reading comprehension complexities among Filipino Learners with Special Educational Needs (LSENs) in inclusive education settings. It analyzed factors influencing their comprehension and educators' use of standard assessments to inform a targeted action plan. A descriptive-correlational study was conducted in two DepEd Cebu Province public schools with 90 Special Education (SpEd) and General Education (Gen. Ed.) teachers selected via convenience and purposive sampling. Data, collected through a three-part survey on LSEN reading proficiency, assessment tool utilization, and influencing factors, were analyzed using frequency count, weighted mean, and Spearman rho correlation. Findings revealed varied LSEN reading comprehension levels, with stronger foundational skills but challenges in vocabulary, syntax, and higher-order comprehension. Educators showed limited use of diverse assessments, favoring Informal Reading Inventories over Curriculum-Based Measurement and customized methods. Educators perceived individual, instructional, and environmental factors as having limited influence, yet a strong positive correlation emerged between standard assessment tool utilization and LSEN reading proficiency. Therefore, addressing LSEN reading challenges necessitates varied, contextually relevant assessments, a deeper understanding of individual learner characteristics, effective instruction, and recognition of environmental influences for equitable literacy development.