Offering Special Needs Education (SNED) Program at Shuttle Elementary School: A Feasibility Study

Riza D. Cadulong, Lorie Mae B. Manggay and Dr. John Michael P. Castino
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Riza D. Cadulong: Mindanao State University – General Santos City, Philippines
Lorie Mae B. Manggay: Mindanao State University – General Santos City, Philippines
Dr. John Michael P. Castino: Mindanao State University – General Santos City, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 5, 1308-1340

Abstract: This feasibility study explores the establishment of a Special Needs Education (SNED) Program at Shuttle Elementary School in South Fatima District, under the Schools Division Office of General Santos City. The initiative addresses the pressing need for inclusive education amid a growing population of learners with special needs, aiming to uphold national and international mandates for equitable access to quality education. Despite increasing awareness, a clear gap persists in the provision of structured, school-based SNED services in the local context. The study seeks to evaluate the viability of offering a tailored program that supports the academic and social development of these learners. Through a mixed-method approach involving surveys, interviews, and technical analysis, the study identifies 19 potential student beneficiaries and reveals that 78% of respondents—comprising parents and educators—express strong support for the proposed program, underscoring its relevance and demand. Key findings highlight the need for modern educational resources, assistive technologies, and specialized teacher training, all of which can be addressed through phased implementation and strategic partnerships with government agencies, NGOs, and academic institutions. Management strategies, including the appointment of a dedicated coordinator and continuous program monitoring, are recommended to ensure smooth operations. Financially, the program is deemed sustainable through a diversified funding model involving the school budget, Special Education Fund (SEF), local government support, and community contributions. Socio-economically, the study emphasizes the transformative impact of inclusive education, enhancing learners’ potential to participate meaningfully in society. Ultimately, the study affirms that the implementation of the SNED program is both necessary and feasible, offering long-term benefits for learners, families, and the broader educational system.

Date: 2025
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