📄 Abstract
This study examined the challenges encountered by students in the implementation of the Bachelor of Special Needs Education (BSNEd) curriculum and the coping strategies they employed in addressing these challenges. Specifically, the study described the respondents' demographic profile in terms of age, sex, and general weighted average (GWA); determined the level of challenges encountered across six curriculum dimensions, namely curriculum content, instructional strategies, learning resources/materials, assessment process, College of Education (COED) facilities, and linkages; assessed the coping strategies practiced by students; examined the relationship between respondents' profile variables and their perceived challenges and coping strategies; and proposed an action plan to improve the implementation of the BSNEd curriculum. The study employed a quantitative descriptive-correlational research design. A total of 115 BSNEd students from the College of Education, Sumacab Campus, during the Academic Year 2024–2025 participated in the study through stratified random sampling. Data were gathered using a validated researcher-made questionnaire with excellent reliability (Cronbach's alpha = .954 for challenges and .961 for coping strategies). Descriptive statistics, including frequency, percentage, and weighted mean, were used to analyze the data, while Pearson's Product-Moment Correlation and Spearman's Rank Correlation were employed to determine the relationships among variables. The findings revealed that the respondents were predominantly female, mostly 20 years old, and generally demonstrated high academic performance. Overall, the implementation of the BSNEd curriculum was perceived as slightly challenging, with COED facilities identified as the most challenging dimension due to inadequate specialized classrooms, therapy and sensory rooms, and insufficient instructional facilities. Learning resources and materials also emerged as areas requiring improvement. In contrast, students generally practiced positive coping strategies, particularly in curriculum content, instructional strategies, assessment processes, and linkages, although coping related to learning resources and facilities was only sometimes practiced. Correlation analysis indicated that age and GWA were not significantly related to either challenges or coping strategies. However, sex was significantly associated with challenges in learning resources, while year level was significantly related to challenges in assessment processes and COED facilities, as well as negatively associated with coping strategies in linkages. Based on the findings, the study proposed an action plan focused on strengthening curriculum content, enhancing experiential learning opportunities, promoting innovative and inclusive instructional practices, improving learning resources and facilities, and expanding institutional linkages to enhance the quality of BSNEd curriculum implementation.
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📚 How to Cite:
Lodyvina G. Angeles , Christopher G. Francisco, Evelyn L. Adriano, Jonalyn A. Caguinging, Jeremiah A. Mallare, Janeth A. Petilo, Valerie V. Valdez , IMPLEMENTATION OF THE BACHELOR OF SPECIAL NEEDS EDUCATION CURRICULUM: CHALLENGES AND RESPONSIVE COPING APPROACHES , Volume 12 , Issue 6, June 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 874 - 889 , DOI: https://doi.org/10.36713/epra28559