Special Needs Education teachers' roles have altered due to global trends and education issues. These teachers introduced inclusive methods into conventional schools and met the needs of disabled learners. Due to the worldwide emphasis on tailored learning, special needs education teacher with IEP development skills were in demand. Poor training, resources, and support made professional progress difficult for many experts. This was particularly true in developing countries with underfunded schooling. In special needs education, teachers use the cognitive domain to plan to boost students' intellect and tailor lessons to their learning styles. Inviting all learners helped learners develop emotionally and socially in the affective domain. Understanding and helping special needs education teachers in General Trias, Cavite, requires filling specific gaps. To comprehend these educators' daily challenges and motivations, qualitative research on their narratives and lived experiences is scarce. Additional research is needed on how special needs education programs distribute and utilize resources, particularly administrative assistance and material sufficiency. Another area needing additional study was how professional development programs benefited special education teachers' performance and job satisfaction. Although parental and community participation was crucial, they wanted to understand more about enhancing these ties or how well current initiatives worked. Results and implementation of inclusive education approaches, notably general and special needs education teacher collaboration, needed to be researched. In addition, few studies have explored the pros and cons of employing assistive technology in the classroom despite its relevance to student learning. Special needs education (SNED)teachers' mental health, exhaustion, and support networks were understudied yet vital. Also important was studying how school districts adopted policies and how they influenced teachers and students. Finally, additional study was required on how local cultural and societal conceptions of disability affected schooling. Filling these gaps may help the researcher understand the challenges special needs education teachers in General Trias, Cavite, face and devise more effective interventions to support their critical job. Physical and coordinated activities boosted their growth activities aimed at psychomotor.