ABSTRACT
The SEEDS Advocacy: Specialized Education and Elevating Disability Sensitivity was a research study conducted at San Pascual Senior High School 1, a non-SPED implementing institution. The study aimed to foster awareness, understanding, and acceptance of students with concealed disabilities within the school community. Specifically, it sought to (1) determine the current practices of teachers in identifying hidden disabilities, (2) identify behavioral signs that may indicate hidden disabilities (3) explore the challenges they faced and how these affected their teaching strategies, and (4) classify coping mechanisms and possible intervention strategies that could serve as the foundation for future programs supporting both teachers and parents.
Using a mixed-method design, the study revealed that teachers actively observed and collaborated with colleagues to identify students with hidden disabilities, with a composite mean of 3.04, “Agree”. Qualitative responses showed that most teachers recognized difficulty in focus, behavioral concerns, and emotional struggles as common signs among learners. Challenges were also evident, with a composite mean of 2.84 or “Agree”, particularly in distinguishing hidden signs, limited training, and parental denial, which delayed effective support.
Overall, findings revealed that teachers possess high awareness but limited confidence in handling hidden disabilities. Thus, SEEDS Advocacy was proposed to provide sustained training, a localized tool, emotional wellness programs, and community partnerships to promote disability sensitivity and inclusive education in the next school term.