Professional Competencies of Special Education Teachers in Rehabilitating Children with Physical Disabilities in Oyo State

This study examines the professional competencies of special education teachers engaged in the rehabilitation of children with physical disabilities in special education schools in Oyo State, South West Nigeria. Rehabilitation within the educational context requires teachers to possess specialised knowledge in areas such as physiotherapy principles, assistive device management, adaptive physical education, and interdisciplinary collaboration. The extent to which trained special educators in Oyo State possess and apply these competencies has not been systematically studied. Employing a descriptive survey design, the study samples one hundred and fifty special education teachers from government special and integrated schools across Ibadan and Ogbomoso. A validated Professional Competency Inventory for Special Educators is administered alongside a structured self-assessment form. Data are analysed using descriptive statistics and correlation analyses. The study identifies competency domains in which teachers demonstrate strength, areas requiring urgent professional development, and institutional factors that support or impede competency application. Findings are expected to reveal that teachers demonstrate reasonable knowledge in behavioural and instructional domains but significant gaps in rehabilitation-specific and interdisciplinary competencies. Recommendations include establishing structured interdisciplinary professional development programmes in Oyo State and creating referral protocols linking special educators to rehabilitation therapists. The study is relevant to Colleges of Education curriculum planners, special school administrators, and the Oyo State Ministry of Education, Youth, and Sports. Keywords: professional competencies, physical disabilities, rehabilitation, special education teachers, Oyo State.