This pioneering research explores the competencies of special education teachers in Indonesia in developing literacy and numeracy assessments rooted in local wisdom. Using a mixed-methods explanatory design, the study examines the interplay between pedagogical practices and cultural contexts. The quantitative component employs proportional random sampling to gather data from 457 special education teachers, while the qualitative component uses purposive and snowball sampling to understand teachers' perspectives and experiences. Data analysis involves Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) for quantitative data, and data reduction, display, and conclusion for qualitative data. The findings reveal nuanced variations in teachers' competencies across different regions. In Bali, the basic concept of evaluation is emphasized, while in NTB Province, teacher responsibility is prioritized. In NTT Province, similar sentiments are echoed. The research highlights the unique challenges and opportunities faced by special education teachers and offers insights into integrating local wisdom in assessment development, promoting more culturally responsive and effective educational practices. Key conclusions include: 1. In Bali, teachers' ability to develop local wisdom-based assessments is predominantly reflected in the basic concept of evaluation. 2. In NTB, teachers' ability is more reflected in their responsibility as a teacher. 3. In NTT, teachers prefer to improve their competence through collaboration with colleagues. The study suggests increasing teachers' understanding of evaluation concepts and awareness of their responsibilities, and utilizing independent teaching platforms for self-development.This pioneering research explores the competencies of special education teachers in Indonesia in developing literacy and numeracy assessments rooted in local wisdom. Using a mixed-methods explanatory design, the study examines the interplay between pedagogical practices and cultural contexts. The quantitative component employs proportional random sampling to gather data from 457 special education teachers, while the qualitative component uses purposive and snowball sampling to understand teachers' perspectives and experiences. Data analysis involves Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) for quantitative data, and data reduction, display, and conclusion for qualitative data. The findings reveal nuanced variations in teachers' competencies across different regions. In Bali, the basic concept of evaluation is emphasized, while in NTB Province, teacher responsibility is prioritized. In NTT Province, similar sentiments are echoed. The research highlights the unique challenges and opportunities faced by special education teachers and offers insights into integrating local wisdom in assessment development, promoting more culturally responsive and effective educational practices. Key conclusions include: 1. In Bali, teachers' ability to develop local wisdom-based assessments is predominantly reflected in the basic concept of evaluation. 2. In NTB, teachers' ability is more reflected in their responsibility as a teacher. 3. In NTT, teachers prefer to improve their competence through collaboration with colleagues. The study suggests increasing teachers' understanding of evaluation concepts and awareness of their responsibilities, and utilizing independent teaching platforms for self-development.