This qualitative study investigated the attitudes of the teachers to the learners with disabilities in the Special Education program. The research aims to provide a localized understanding of the experiences, influence, and its effects to the teachers attitudes to disabled learners. Utilizing   interviews with five participants from Isulan Central School SPED Center, division of Sultan Kudarat, the study employed thematic analysis for data interpretation. The findings revealed that teachers attitudes are influenced by a combination of personal experiences, professional training, available resources, and institutional support. Teachers emphasized the importance of differentiated instruction, inclusive lesson planning, and fostering respect and supportive interactions. Strategies such as implementing Universal Design for Learning and ensuring equitable access for all students were central to their teaching practices. Social and professional influences, including personal beliefs, values, and experiences, also played a significant role in shaping attitudes. While challenges such as limited training, insufficient resources, and inadequate community collaboration were noted, teachers displayed resilience by adopting flexible, adaptive approaches and prioritizing continuous personal and professional development. This study highlights the critical need for educational institutions to provide targeted professional development programs to enhance teachers skills and knowledge. Additionally, it underscores the responsibility of local government units (LGUs) to offer essential support services and of the Department of Education (DepEd) to deliver comprehensive training for teachers. Despite these challenges and influences, the teachers effectively employed supportive strategies to navigate difficulties, highlighting the importance of teaching flexibility, adaptation as well as continuous personal development.

experience