Teaching competence and learning styles of students with learning disabilities as assessed by the Special Education teachers

Teaching competency includes the skills, knowledge, and attitudes educators use to teach and help students learn. Studies on raising instructors’ awareness of talented and learning-disabled kids and developing collaborative groups to explore student needs stressed the importance of identifying individual differences and supporting various needs. The study of teaching ability and learning styles in students with learning impairments (LD) as judged by SPED teachers was crucial to special education research. Descriptive-correlational study was used to determine the association between SPED students’ learning styles and teaching competencies. To simplify tabulation, 51 SPED instructors were selected to complete the modified survey using Google Forms. The findings of the study include that the majority of the SPED teachers in were 31 to 35 years of age, with an average age of 34.67 years old, mostly female, married, have continuously or finished their postgraduate studies, and have been teaching for more than 5 years; the extent of the teaching competence of the SPED teachers in identifying learning disabilities was regarded as moderately competent; the SPED teachers agreed that the students with learning disabilities’ learning styles, as assessed by the teachers in terms of collaborative and independent learning, were exemplary; the teaching competence was significantly different when grouped according to the teachers’ age, highest educational attainment, and number of years of teaching SPED; the level of learning styles of students with learning disabilities as to collaborative learning has a disparity with the teachers’ age and number of years of teaching SPED; the teaching competencies and the variables for students’ learning styles suggest a moderate correlation; and the teaching competencies have an 8.1% and 8.9% impact on the teachers’ assessment of the students’ learning styles for both collaborative and independent learning, respectively. This research recommends that students participate in their teachers’ daily activities to improve their school behavior, that teachers improve their teaching competencies so they can easily identify the needs of their students with learning disabilities, and that school administrators provide focus group discussions for SPED teachers to learn the latest teaching pedagogies and evaluation techniques application.