Teachers’ Insights on Counseling Services for Students with Learning Disabilities and Special Needs: A Guide for the Development of a Counseling Intervention Program

Abstract

The study analyzes teachers’ insights on counseling support services for students with learning disabilities and special needs (LDSN) in Lucena City. Specifically, it focuses on teachers’ views regarding the accessibility, inclusivity, and effectiveness of existing counseling services. Using a descriptive quantitative research design, the study consisted of 35 private school teachers and 15 public school teachers. Data were collected through a validated survey questionnaire and analyzed using frequency, percentage, mean, weighted mean, t-test, and ANOVA. Results revealed that teachers strongly agreed that counseling services support students with LDSN, mostly in addressing cognitive, psychosocial, intellectual, and emotional needs. The findings also showed that ADHD, Autism Spectrum Disorder, and Global Development Delay were the most commonly observed conditions among learners. Despite the positive perception, teachers reported moderate challenges, particularly in identifying students who need counseling, managing referral processes, and coordinating with limited counseling personnel. Furthermore, teachers strongly recommend strengthening collaboration among teachers, counselors, and parents, increasing the number of trained professionals, and improving professional development opportunities in inclusive counseling practices. The study concludes that there is still a need to improve accessibility, coordination, and resource allocation. These findings serve as a basis for developing a more responsive and school-based counseling intervention program that supports the holistic development of LDSN learners in inclusive educational settings.