This is a case study with the aim of looking into possible factors that are assumed tocontribute, in making the pre-service teachers become effective Special Needs Educators. Itwill present the view of a pre-service teacher on being an effective special needs educator.This study used qualitative research through a Case Study Design that allows for a more indepthand broader understanding of the phenomena being studied. The case is presented,along with the methods used to collect data, the process of collecting it, ethical concerns thatwere considered in conducting the study plus the steps taken to ensure the validity andreliability of the data gathered. Pertinent data was gathered through interviews. The steps inanalyzing the data to arrive to the objectives of the study, was presented.Results of the study revealed that factors assumed to contribute in making pre-serviceteachers become effective Special Needs educators include the impression about the teachingprofession that is influenced by life experiences, the attitude of pre-service teachers aboutSpecial Needs Education, the motivation for students or pre-service teachers to enroll ingeneral education, and particularly to major in Special Education, and the understandingand perception of pre-service teachers about Special Education.The case study revealed that pre-service teachers learned varied skills from their special needseducator training, to include communication skills, leadership skills, collaboration skills, andother skills as happy, resourceful and alert. All skills are believed by the pre-service teachersto be skills that will make them effective special needs educators.For the realization of an effective Special Education implementation and adaption of InclusiveEducation, it is recommended that the curriculum content of special needs education forwould-be special needs teachers be reviewed constantly to accommodate the critical needs ofthe pre-service special needs teachers. Further, schools and universities should conduct aseries of personality development trainings for the pre-service special needs educators,purposely to enhance their awareness on the kind of job they will be doing, the types ofstudents they will be having, and how a wholesome personality will aid them implement theirjobs effectively.
In the same manner, schools and universities should particularly develop training programsfor supervising instructors of SNE/SPED, to strengthen their capacities as motivators and“attitude change initiators” of education students, specifically those who would eventuallymajor in SNE/SPED.And more importantly, it is recommended that Inclusive Education be practiced, rather thanheard theoretically in the classroom during pre-service training for would be special needseducators.