Internal Condition of the Transition Program of Learners with Intellectual

Disability in the Division of Taguig City and Pateros

towards an Enhancement Plan

Introduction

Special Education, commonly referred to as SPED, made a notable positive impact on the

lives of students with special needs, particularly in the Philippines. This was achieved by

offering and executing a range of programs and approaches tailored specifically to cater to the

unique requirements of these special learners.

Pawilen, et al. (2018) stated that due to the special attention needed by SPED, the

Department of Education (DepEd), in collaboration with private schools, non-governmental

organizations, and other relevant government agencies, meticulously analyzed and devised

programs. These initiatives encompassed the creation of Special Education curricula nationwide,

aiming to deliver high-quality learning experiences tailored to meet the educational requirements

of students with special needs.

Conversely, Lamar University (2021) highlighted the significance of the Transition

Program Curriculum and its importance for learners with additional needs. The university

underscored that the transition program holds a pivotal role among individuals with intellectual

disabilities, as it stands as a noteworthy initiative aimed at delivering essential instruction

effectively. The primary goal of the transition program centered on enabling special learners to

achieve functionality regardless of their disabilities. Furthermore, the program aimed to enhance

the enjoyment of learning and empower students to develop into more capable and productive

individuals. What sets the transition program apart is its distinct nature – it is a comprehensive
educational package that encompasses curriculum and policies, rather than merely consisting of

isolated activities.

Conversely, the transition program encompasses a philosophy, a legal framework,

policies, and a curriculum designed to cater to special learners who can be educated within both

non-formal and formal learning systems.

Moreover, as varied circumstances of change and transformation take place in our lives

and with the lives of special learners, the need for continuous education to address the demands

of change is of profound importance. Various approaches to transformation are also endeavored

by the government through the provision of the needed knowledge covering all learners in both

public and private education institutions, including learners requiring special attention.

Transformation entails readiness, most predominantly among learners of special needs. Thus, a

need to address the system of transformation encompasses the needed tools, facilities, and

instructional approach is in the same manner crucial.

However, some educators and officials have noticed the overlapping of the existing

transition curriculum with the existing SPED curriculum that is being implemented in different

special education institutions in the Philippines, of which the same curriculum is offered to

special needs learners every year. Thus, it is suggested that expansion of the existing academic

and pre-vocational programs be considered. Most importantly, instructional materials along with

evaluation instruments that shall help both SPED teachers and learners be also considered for

development towards the most effectual implementation of the curriculum.

Background of the Study

 Acquiring the needed education is a great challenge to both students and teachers.

However, varied challenges are inevitable and are in a multiplicity of forms; resources, system,

financial aspects, attitude, behavior, physical, and other factors that are particularly demanding

among learners having intellectual disability. It may also be accounted that most teachers of

these children with special needs necessitate further training or continuous education to gain and

continually provide strategic approaches for learners with intellectual disability.

According to Marcier (2017), intellectual disability pertains to a collection of conditions

originating from various genetic disorders and infections. A child with an intellectual disability

exhibits reduced capability in comprehending novel or complex information, acquiring new

abilities, and managing tasks independently. This form of disability is frequently recognized

during childhood, with its enduring effects becoming more apparent as the child progresses in

age and experiences change.

Hayes & Bulat (2017) contended that possessing a disability is considered one of the

most exclusionary elements in a child's existence. Discovering and fulfilling the educational

requirements, especially for students with disabilities, present significant obstacles for

educational institutions and teachers, especially when faced with inadequate resources.

DepEd Order 021 s. 2020 stipulates the Policy Guidelines on the Adoption of the K to 12

Transition Curriculum Framework for Learners with Disabilities, articulating the principles,

features, and standards that will establish a common understanding of the transition of learners

with disabilities (LWD) in all public and private schools in the Philippines (DepEd, 2020).

According to Cana (2020), DepEd Order 021 s. 2020 is anchored on the standards of inclusivity

and equity, wherein every LWD’s interests, abilities, capacities, strengths, and special needs are
addressed. Moreover, DepEd Order 021 s. 2020 stresses the options and offerings to LWDs in

terms of lighting up their life’s direction, including but not restricted to higher education,

entrepreneurship, employment, middle-level skills development, or functional life path.

The transition program is comprised of philosophy, legal framework, policies, and

curriculum for special learners to have the ability to engage in entrepreneurship, pursue further

education, or live functionally. The program could be in either a non-formal or formal learning

approach.

Recent studies substantiate that educational intervention works appropriately, most

predominantly when the readiness of the learners along with the necessary instructional

processes and mechanisms that can help in the enhancement of proficiencies and skills of the

learners, especially those requiring special needs (Chorrojprasert, 2020).

As indicated by certain educators and authorities, they have observed a convergence

between the current transition curriculum and the ongoing SPED curriculum applied across

various special education institutions in the Philippines. In these institutions, the same

curriculum is presented to learners with special needs on an annual basis. Furthermore, the task

of locating experts and facilitators capable of providing training in diverse vocational skills for

these learners proves to be highly demanding. Therefore, it is proposed that an expansion of the

existing academic and pre-vocational programs should be taken into consideration.

The aforementioned significant aspects intrigued the proponent to undertake a study

aimed at evaluating the gaps in the transition program for learners with intellectual disabilities

and identifying the challenges encountered in implementing the program.

 The Special Education (SPED) teachers from among the selected schools in the division

of Taguig City and Pateros will be the participants of the research utilizing the descriptive

quantitative research methodology. The results of the assessment will develop a transition

program that is deemed useful and appropriate for learners with special needs.

Statement of the Problem

The study conducted was related to the Internal Condition of the Transition Program in

the Division of Taguig City and Pateros. The findings of this study served as the basis for a

proposed Enhancement Plan. Specifically, it aimed to address the following issues:

1. How are the following components of transition theory been described by the respondents?

1.1 Situation

1.2 Self

1.3 Support

1.4 Strategies

2. How do the respondents assess the transition program implemented in the

Division of Taguig City and Pateros in terms of:

2.1 Curriculum and Instruction

2.2 Linkages and Networking

2.3 School Facilities

2.4 Auxiliary and Ancillary Services

2.5 Budget

3. What are the problems encountered by the respondents by the respondents?

4. Is there a significant relationship between problems encountered by the

respondents and the implementation of the transition program?

5. Based on the findings of the study what enhancement plan can be proposed?

Objectives

This research addressed the following objectives:

1. To establish the extent of appropriateness and identify the challenges perceived by the

respondents concerning the transition program.

2. To address the problems faced by respondents within the transition program.

3. To create an improved enhancement plan specifically designed for the respondents to

help learners with intellectual disabilities in the transition program.

Hypotheses

There is no statistically significant distinction between the perceived level of suitability

and the challenges encountered by the respondents within the transition program.

Significance of the Study

The transition program is one of the programs imperative for learners, especially those

with special needs. The legal basis of the program assures learners with ID that an appropriate

process of transition is provided among them, although challenges in the implementation of the

transition program are encountered, this research aims to contribute, particularly in the

enhancement of the transition program for learners with intellectual disability.

Specifically, this proposed study is significant for the:

Students with disabilities - The findings of this research are significant, especially to the

students who need necessary materials for them to understand the lesson well and provide

necessary materials appropriate to their age.

Parents - Parental role, especially for learners with special needs is crucial. Their children’s

hopes and aspirations are entrenched in their provision of support and guidance. This research is

significant among parents, of which results will guide parents in their imperative part in the

transition program of their children, especially those that need special care and attention.

Teachers - The findings of this research are significant among teachers handling SPED or

students who need further (educational programming) assistance. The results will help teachers

of SPED realize the needed strategies that are important in managing the process of the transition

program for learners with ID. As second parents at school, teachers need further approaches in

the employment of the transition program, to which this paper will contribute.

Society - It is crucial to offer extended assistance to learners requiring special attention. This

study offers diverse insights concerning individuals with intellectual disabilities and the essential

support required to integrate them into society, enabling them to achieve functionality

comparable to those without ID. It aims to help them nurture their aspirations and ambitions,

allowing them to lead lives within society much like their non-disabled peers.

Department of Education - The results derived from the preceding research hold substantial

importance for the Department of Education as it shapes the development of an effective

enhancement strategy tailored for the transition program catering to learners with special needs.

The findings of this study will serve as a foundation for the department's revision of the training

program for teachers engaged in SPED. Furthermore, the accumulated insights presented in this
paper could potentially aid the department in refining the transition program to better facilitate

the educational journey of students with intellectual disabilities, particularly within the scope of

the transition program.

Policy Makers - This study holds importance for policymakers, particularly in the context of

budget evaluations and the allocation of funds for educational institutions and teachers. It

underscores the necessity for additional training and the enhancement of essential resources.

Moreover, the findings from this research can contribute to the formulation of policies that

safeguard educational equity, ensuring that learners with intellectual disabilities receive adequate

support and are not overlooked. These policies will encourage them to pursue their aspirations

and transform their dreams into reality.

Future Researchers - This study holds importance for upcoming researchers, particularly in

guiding their exploration of topics related to the transition program for learners with intellectual

disabilities and the development of further improvements for the said program.

Regular teachers/Receiving Teachers responsible for learners with intellectual disabilities in

the transition program, it is essential for educators to exhibit respect, and compassion, act as role

models, foster a positive and welcoming atmosphere, treat students with fairness, provide

instruction without being overly authoritarian, and assist them along the path to achievement. In

the school setting, teachers assume a role akin to that of parents, guiding and shaping the

character and personality of their students.

Scope and Limitations

The objective of this study is to assess and enhance the existing transition program for

learners with intellectual disabilities. The research will take place between July and January 2023
and will involve the collaboration of special education teachers within the Taguig City and

Pateros Division, encompassing a total of fourteen (14) existing SPED classes. This study is

exclusively centered around SPED and the Transition Program for learners with intellectual

disabilities, excluding any unrelated topics or subjects. The main focus of this research is to

develop an improved enhancement plan that is specifically customized for learners with

intellectual disabilities, while not delving into other areas of learning.

Definition of Terms

The subsequent terms were defined operationally to offer a deeper comprehension of the

research:

Auxiliary Services encompass educational offerings associated with providing various skills,

knowledge, education, or enhancing course content or other knowledge-enrichment endeavors.

These services cater to both students and faculty members, or any other services that educational

institutions typically undertake internally but could potentially seek from external sources. This

includes services related to admission procedures, examination administration, provision of

meals as part of government-sponsored mid-day meal schemes, and transportation services for

learners with disabilities, faculty, or staff of the institution.

Ancillary services encompass supportive provisions offered to children with disabilities to

facilitate the achievement of their individual educational program (IEP) objectives. These

services encompass various forms of assistance, including speech therapy, occupational therapy,

and physical therapy, commonly referred to as related services or supplementary aids and

services.
Curriculum represents a sequence of deliberately designed experiences rooted in standards,

allowing students to engage in the practical application of both content and learning skills.

Serving as a pivotal roadmap, it directs educators on crucial instructional elements, ensuring that

all students can partake in challenging academic encounters. The architecture, arrangement, and

deliberations within a curriculum are tailored to amplify student learning and simplify

instruction. Within its framework, the curriculum must encompass vital objectives,

methodologies, resources, and evaluations, all aimed at proficiently nurturing instruction and

fostering learning.

Instructional materials encompass both human and non-human resources, alongside facilities,

which serve to facilitate, inspire, enhance, and sustain teaching and learning endeavors. They

encompass any materials employed during the instructional process (IGI Global, 2022). This

research will involve the development of instructional materials tailored to the specific

requirements of learners with special needs. These materials will be informed by the assessment

outcomes outlined in the forthcoming study.

Learners with Intellectual disabilities refer to students who exhibit notable learning, cognitive,

and additional challenges, which, in the absence of robust support systems for accommodations

and necessary adaptations, could impede their performance compared to their non-disabled peers

(Mercier, 2017). Within the scope of this research, learners with intellectual disabilities

constitute the primary subjects under investigation. The focal point of the study will revolve

around these individuals, with a specific emphasis on the transition program designed to

ascertain the instructional materials required for achieving favorable learning outcomes.
Linkages are described as establishing meaningful connections between classroom activities and

the experiences and aspirations of students within their homes and communities. These

connections contribute to fostering the community integration of learners with special needs.

School Plant stands as a fundamental component within the realm of school administration,

encompassing the tangible resources provided by the school. Encompassing the school campus,

structures, playgrounds, library, laboratories, classrooms, furniture, equipment, common areas,

and canteen, collectively epitomize the concept of the school plant. This cohesive amalgamation

forms an essential element of the educational milieu, contributing to the overall learning

environment.

Special Education Program (SPED) encompasses a range of educational programs and/or

services meticulously crafted to cater to the requirements of learners with disabilities through

customized educational plans and resources. The central focus of the ongoing research centers on

SPED students. The primary objective is to create a necessary enhanced transition plan tailored

to assist them in navigating the transition process, ultimately leading to the achievement of

favorable learning outcomes. These outcomes hold value as they progress to higher levels of

education or strive for increased functionality, regardless of their disabilities.

SPED Teachers are certified and licensed educators with a specialization in Special Education.

For this study, the educators responsible for instructing SPED students will serve as the

participants. Their valuable insights and data will be gathered to achieve the study's objectives.

Transition Program pertains to an educational equity initiative encompassing curriculum,

instruction, and policies designed to facilitate the education of students with disabilities. This

study aims to evaluate the implementation process and challenges encountered within the
transition program, thereby laying the essential groundwork for the development of a suitable

transition program tailored specifically for SPED students.

Transition Program Curriculum pertains to the educational content and subjects taught within

a school or a specific course program. This current research proposal aims to lay the foundational

framework for creating essential instructional materials crucial to the transition program for

SPED students.

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

 This chapter, an examination of relevant literature and studies from both international and

domestic sources is conducted. These sources delve into the internal dynamics of the transition

program for learners with intellectual disabilities, particularly in the context of enhancing the

program. The proponent believes that the insights garnered and presented herein will contribute

to a deeper comprehension of the research topic.

Intellectual Disability (ID)

According to Rardin (2014), previously, intellectual disabilities fell under the category

and were referred to as mental retardation. Over time, the recognition of these distinct needs has

expanded to encompass various conditions and syndromes, such as attention deficit hyperactivity

disorder (ADHD), autism spectrum disorder (ASD), down syndrome, fragile X syndrome, and

even Klinefelter syndrome.

As per the Center for Inclusive Health (2022), intellectual disability pertains to an

individual who possesses specific limitations in mental functioning and skills, encompassing

self-care and social interactions. These limitations inherently lead to a comparatively slower pace

of learning and development when contrasted with a typical child.

Kliegman (2020), within the Textbook of Pediatrics by Nelson, elaborated that a majority

of children with intellectual disabilities (ID) tend to capture the attention of pediatricians during

infancy due to the presence of developmental disparities or their failure to reach age-appropriate

developmental milestones. Kliegman underscored the following key points: When defining and

discussing the epidemiology of ID, it involves deficits in overall cognitive abilities, impacting at

least 1 percent of the population. Furthermore, concerning clinical presentation, ID is

characterized by delays in milestones encompassing motor skills, language acquisition, and

social interaction, as well as academic challenges. Distinctive features may also be observed,

often associated with genetic syndromes like Trisomy 21, fragile X, and Rett syndrome.

Kliegman's diagnosis encompasses several aspects: deficits in both intellectual and adaptive

functioning that emerge during developmental stages, with adaptive functioning deficits

manifesting in one or more domains of daily activities. Moreover, in the DSM-5 (Diagnostic and

Statistical Manual of Mental Disorders, 5th Edition), ID is categorized as mild, moderate, severe,

or profound, based on the extent of functional impairment.

Mild to Moderate ID

Mild to moderate intellectual disability is characterized by a gradual pace of progress in

conceptual development and the acquisition of skills related to social interactions and daily

routines. Nonetheless, individuals with mild to moderate intellectual disability can acquire

practical life skills, enabling them to engage in everyday activities similar to those without

disabilities, often with limited guidance or assistance. They are capable of managing self-care

tasks, navigating familiar community locations, and acquiring essential safety and health-related

skills.

Severe ID

On the other hand, severe intellectual disability is characterized by significant developmental

delays. Individuals with severe ID generally possess the ability to understand speech, albeit with

limited communication skills. While they can grasp and comprehend basic daily routines, they

often require supervision in social contexts and can engage in simple self-care activities.

Profound ID
 Frequently, individuals with profound intellectual disability are associated with

congenital syndromes. They typically rely on others and require supervision and aid for self-care

tasks. Communication is often limited for them, and they frequently face physical constraints.

In contrast, Luckasson (2016) suggested that individuals with intellectual disabilities

come from diverse cultural backgrounds, language groups, and socioeconomic levels. In terms of

physical appearance, most individuals with ID do not stand out from those without ID. The

dreams, aspirations, and emotions of individuals with ID are no different from those without ID.

The Transition Program for Learners with Disability

Transition, as outlined by the Council for Learning Disabilities (2012), involves moving

from one state or condition to another. Notably, significant transitions mark pivotal milestones in

every individual's life. These events often align with anticipated life stages, such as starting

preschool, progressing from elementary to middle school, and transitioning into young

adulthood. Among these crucial transition phases, a particularly significant one, especially for

students with intellectual disabilities, is the shift from schooling to the threshold of young

adulthood.

Nevertheless, while the significance of transition planning for learners with intellectual

disabilities remains paramount, it often receives less attention compared to other student groups.

However, the vital role of transition planning has been emphasized due to the considerable

challenges faced by many adolescents with ID when navigating the transition into adulthood.

These challenges encompass areas such as postsecondary education, employment contentment,

community engagement, and other essential life skills (Council for Learning Disabilities, 2012).
 Barron et al. (2014) maintain that transitions are an inherent aspect of human existence,

encountered by every young individual during their growth journey – from childhood to

adolescence, and eventually to adulthood. These transitions involve shifts from immaturity to

maturity and from dependence to independence. Within the developmental process, various life

events can trigger transitions among young individuals. These periods of transition present

diverse opportunities, fostering self-reflection, a sense of accomplishment, and optimism for

what lies ahead. Transitions can significantly impact an individual's status, family dynamics, and

other facets of their life.

When it comes to young individuals with intellectual disabilities, the nature of the

transition they experience can exhibit qualitative differences in comparison to their typically

developing peers. Barron et al. (2014) further expound that individuals with intellectual

disabilities are prone to encountering additional transitions in their life journey, including events

such as the diagnosis of concurrent medical conditions. This occurrence becomes notably more

frequent, surpassing over a hundredfold, in cases of severe intellectual disability. Furthermore, it

is often observed that people with intellectual disabilities are more susceptible to adverse life

experiences.

As outlined by Williams-Diehm & Lynch (2007, as cited in Sutton, 2014), the process of

transition planning assumes a pivotal role in ensuring successful outcomes for the students being

served. Transition planning is an integral component within the broader scope of education,

especially for students with disabilities. A critical factor in the transition planning process for

learners with intellectual disabilities is self-determination, denoting the ability to define and

achieve goals rooted in a strong sense of self-awareness and self-worth. Despite the availability

of numerous resources and dedicated efforts towards the development and implementation of
transition programs and services for learners with disabilities, situations and challenges continue

to persist.

Traina et al. (2021) state that transition programs can encompass components such as a

practical functional curriculum, job coaching assistance, and the utilization of assistive

technology. Ongoing research endeavors aim to further identify the necessary strategies and

methodologies that contribute to effective practice and high-quality learning. These efforts also

focus on designing essential learning pathways to facilitate the acquisition of job-related skills

and the practical application of experiences within real-world employment settings.

Delaney (2016) proposed a comprehensive K-12 transition framework tailored for

students with disabilities. This framework consists of distinct domains for different grade levels.

In Domain 1, which targets Primary Grades, the focus lies on activities like celebrating success,

embracing differences, promoting disability awareness, and introducing goal-setting. Domain 2,

designed for Intermediate Grades, includes similar themes alongside the introduction of career

exploration and responsibilities. Moving into Domain 3, aimed at Middle School students, the

framework incorporates activities such as career exploration, goal-setting, responsibilities, self-

advocacy, interest inventories, embracing differences, and building self-efficacy skills. Lastly,

Domain 4, spanning Grades 9-11, emphasizes Skills Implementation and Practice within the

context of the transition framework.

The Philippine Concept of the Transition Program for Learners with Disability

Pawilen et al. (2018) highlight that the transition program in the Philippines has been

integrated into the Special Education (SPED) Program of the Department of Education (DepEd),

with its primary emphasis directed toward adult learners in need of special attention. The authors
further illustrate the transition program as a coordinated sequence of activities crafted within an

outcome-oriented framework, facilitating the progression from formal education to

extracurricular engagements.

However, it is important to note that the transition program is not limited to a mere

collection of activities. Rather, it is a comprehensive educational equity package encompassing

curriculum and policies designed to support learners with disabilities. This program encompasses

various elements, including its philosophical underpinnings, legal foundation, requisite policies,

and a curriculum tailored to accommodate learners capable of engaging in formal or non-formal

learning processes.

The program's coverage is meticulously designed, with specific aspects meticulously

addressed. For instance, in terms of philosophy, this facet elucidates the program's core

principles, commitments, and foundational values. This component ensures the establishment of

an effective support system, contributing to the sustainability of the educational policy.

Patton et al. (1997, as cited in Pawilen et al., 2018) delineated various categories of

transition programs, encompassing: 1. Functional Academic; 2. Vocational Skills; 3. Community

Access Skills; 4. Daily Living Skills; 5. Financial Skills; 6. Independent Living Skills; 7.

Transportation Skills; 8. Social/Relational Skills; and 9. Self-Determination Skills.

Moreover, the transition program in the Philippines has prioritized the comprehensive

engagement, empowerment, and effectiveness of the enrolled learners. The transition program

encompasses three distinct curriculum domains, specifically: 1) daily living skills; 2) personal

and social skills; and 3) occupational guidance and preparation.

 Furthermore, the development of a program curriculum is underpinned by several

essential principles, which include: ensuring a transparent and coherent logical process while

constructing a transition program model; giving due consideration to specific variables that hold

significance in curriculum development; delineating the roles of educators, particularly about

planning and development, at various levels; grounding the models in a well-defined curriculum

theory; incorporating areas where curriculum decisions are applied within each model; and

outlining the key stages of curriculum development, encompassing planning, design,

implementation, and evaluation, as underscored by Pawilen et al. (2018).

The Legal Basis of the Transition Program in the Philippines for Learners with Disability

The Department of Education’s (DepEd) Order Number 044 s. 2021 provides the Policy

Guidelines on the Provision of Educational Programs and Services for Learners with Disabilities

in the K to 12 Education Program, as mandated by Section 3 of the Republic Act 10533,

otherwise known as the Enhanced Basic Education Act of 2013 and Section 8 and 8.2 as further

prescribed in Implementing Rules and Regulations.

The policy guidelines establish a broad framework and offer clear directives for creating,

overseeing, and executing appropriate programs, services, and intervention strategies tailored to

learners with disabilities. Additionally, these guidelines can serve as a roadmap for external

stakeholders and partners, particularly in addressing the unique requirements of learners in need

of special attention.

The revised Magna Carta for Persons with Disabilities also underscores the inclusion of

individuals with disabilities within Philippine society, affirming their entitlement to equal rights

and rightful place in the community, akin to other individuals. “The Magna Carta obliges the
State to adopt policies ensuring the rehabilitation, self-development, and self-reliance of persons

with disabilities, and to develop their skills and potentials to enable them to compete favorably

for available opportunities”.

The provision of educational programs for learners with disabilities is of utmost

importance, as reiterated in the constitutional directive emphasizing the right to access quality

basic education. This mandate aligns with the responsibility of the education department as a

guardian of this right.

Moreover, DepEd Order 044 s. 2021, Sec. 3.3 specifically stipulated the Transition Skills

and Competencies as follows: “Develop and improve life and career skills, socio-emotional

skills, and pre-vocational and livelihood skills. Hence, it is important to prepare LWDs for

transition skills and competencies. The transition program and other related services shall

provide LWDs the bridge from one phase, location, or situation to another to help them adjust.

LWDs, who are in the transition program are prepared to successfully move forward into more

inclusive and integrated learning provisions. Included in these transition programs are

interventions that enable them to move from home to school, from class to class, and/or from

school to another school. Transition planning may also provide opportunities for LWDs to move

to employment, entrepreneurship, or life beyond school”.

Republic Act Nos. 3562 and 5250 further mandate that the Department of Education

provides training for teachers, school administrators, and supervisors in the field of Special

Education (Allam & Martin, 2021).

In a research conducted by Mercier (2017), it was uncovered that learners with

disabilities encountered new opportunities that encompass impactful experiences related to

independence and teamwork. These opportunities also involved fostering self-advocacy, gaining

acceptance within the community comparable to the experiences of non-disabled learners, and

developing the confidence to raise the bar of expectations.

Shaw & Dukes (2013, as cited in Mercier, 2017) clarified the growing imperative to

identify the strengths and preferences for ongoing education or postsecondary alternatives. Their

emphasis lies in recognizing the significance of establishing a well-coordinated collection of

evidence-based practices, aiming to facilitate the smooth transition of learners with disabilities

into a postsecondary setting

Challenges Encountered in the Implementation of Program for Students with ID.

Georgallis (2015) conducted a study that unveiled the perspective of the majority of

participating learners with intellectual disabilities. They perceived their transition plans as

inadequately preparing them for their pursuit of a college education. The research also indicated

that there were limitations in terms of individualized transition programs and the progress made

toward college education for the participants. Therefore, to drive positive societal transformation,

it is recommended to establish essential and suitable resources for schools, administrators, and

educators, aiming to enhance the readiness of postsecondary students for the challenges of higher

education.

Crockett-Love (2016) emphasized the significance of training for educators. The study

uncovered that when teachers receive training in implementing the transition program, it has a

substantial impact on their perspectives and attitudes toward transition planning and the program

itself. This is especially crucial given the numerous challenges involved in effectively facilitating
the transition program, including addressing the unique needs and responses of learners with

intellectual disabilities.

In a study conducted by Allam & Martin (2021), it was discovered that educators

encounter a range of obstacles when implementing the transition program. These challenges

encompass making informed choices about appropriate strategies and motivational approaches,

identifying individual learners' needs, and practicing acceptance, patience, and respect for rights.

Furthermore, the study's findings illuminated the inadequacy of teacher training and

related educational support, leading to feelings of inadequacy among educators in handling the

transition program. The study also observed shortcomings in the formulation of effective

strategies, particularly in interactions with learners with intellectual disabilities. Notably, the

study highlighted a deficient environment, specifically noting insufficient support for the Special

Education (SPED) program, particularly concerning budget allocation, curriculum guidance,

instructional materials, and even school facilities.

Moreover, the study indicated a lack of adequate support and services for learners with

disabilities, particularly in terms of accessing the necessary curriculum facilities. Additionally,

minimal stakeholder involvement was evident in addressing the needs of learners with

intellectual disabilities. However, the study revealed that emerging issues and concerns are being

addressed through technical solutions to foster a positive working atmosphere among school

administrators, teachers, and stakeholders.

The study reiterated the recommendation to consistently offer opportunities for

professional development among teachers handling SPED. Implementers of the SPED program

were also advised to adhere strictly to policies. A robust recommendation was made to enhance
stakeholder support through the establishment of an active organization, led by the school head,

to address the needs of learners with intellectual disabilities.

The findings of Adewumi et al. (2019) unveiled that teachers make accommodations for

learners with intellectual disabilities, even though they lack sufficient training in handling such

students and the relevant programs. The study also shed light on the challenges faced by teachers

in implementing the transition program, which encompassed insufficient parental involvement,

heavy workloads, inadequate teacher training, difficulties associated with multi-grade

classrooms, and a scarcity of necessary resources.

Despite these numerous challenges, teachers managed to employ effective practices,

including offering remedial work, utilizing teaching aids, assigning individual tasks, and

engaging in communication with parents to address their children's difficulties. Consequently,

the study recommended collaborative efforts among stakeholders and emphasized the necessity

of providing essential training to SPED teachers. These measures are crucial to ensure the

effective delivery of the program for learners with intellectual disabilities.

Synthesis and Gaps

The foregoing review of the literature and conducted study predominantly provided the

importance of effective planning and formulation of appropriate strategies in support of the

effective implementation of the transition program for learners with intellectual disabilities.

The related literature on the transition program for learners with Intellectual Disability

(ID) underscores the importance of addressing the unique needs and challenges faced by

individuals with intellectual disabilities during various transitional phases in their lives. It is

highlighted that intellectual disabilities encompass a range of conditions and syndromes, leading
to limitations in mental functioning and skills, which in turn affect learning, development, and

social interactions. The severity of ID can vary, from mild to profound, impacting the

individual's ability to acquire skills and engage in everyday activities.

Transition is a significant aspect of human development, involving shifts from one life

stage to another. For individuals with intellectual disabilities, transitions can be more complex,

often involving additional challenges such as medical conditions. Transition planning is crucial

to ensure successful outcomes, emphasizing self-determination and the development of life and

career skills. However, the implementation of transition programs for learners with ID faces

numerous challenges, including inadequate teacher training, limited resources, and a lack of

stakeholder involvement.

In the Philippines, the transition program for learners with disabilities is integrated into

the Special Education (SPED) Program, encompassing various curriculum domains and guided

by legal frameworks like the Enhanced Basic Education Act of 2013. The transition program

aims to equip learners with the necessary skills for different life phases, including employment

and entrepreneurship while focusing on individual strengths and preferences.

GAPS

Limited Research on Long-Term Outcomes: While the literature emphasizes the

importance of transition programs, there is a gap in understanding the long-term outcomes and

success rates of learners with ID who have gone through such programs. Further research is

needed to assess how well these programs prepare individuals for life beyond school and whether

they are effectively integrated into the community.

 Impact of Cultural and Socioeconomic Factors: The literature briefly mentions that

individuals with ID come from diverse cultural backgrounds and socioeconomic levels, but there

is limited exploration of how these factors influence the transition experience. A deeper

understanding of how cultural and socioeconomic contexts impact the effectiveness of transition

programs is necessary.

Lack of Focus on Postsecondary Education: While there is some discussion about

transitioning to employment or entrepreneurship, there is a lack of emphasis on postsecondary

education opportunities for learners with ID. Exploring ways to support their participation in

higher education and the challenges they may face in such settings is an important gap.

Inclusion of Learner Voices: The literature primarily presents the perspectives of

educators and researchers. Incorporating the voices and experiences of individuals with ID

themselves would provide valuable insights into the effectiveness of transition programs and the

challenges they encounter.

Comparative Studies: Comparative studies between different countries' transition

programs and their outcomes for learners with ID could provide valuable insights into best

practices and areas for improvement. Such studies could help identify successful strategies that

could be adopted or adapted in various contexts.

Family and Community Involvement: The role of families and communities in supporting

learners with ID during transitions is briefly mentioned but not extensively explored.

Investigating the impact of family and community involvement on the success of transition

programs would provide a more comprehensive understanding of the support ecosystem.

 Addressing these gaps in future research could contribute to the development of more

effective and comprehensive transition programs for individuals with Intellectual Disability,

leading to better outcomes and improved quality of life for this population.

Theoretical Models

In the present study, the assessment of the transition program for learners with

intellectual disability was anchored to Schlossberg's Transition Theory (Estrella & Lundberg,

2006).

Schlossberg's Transition Theory elucidates the concept that individuals undergo three

distinct types of transitions: expected, unexpected, and non-events. To illustrate, heading off to

college represents an expected transition while finding love and getting married during college

can also be categorized as an anticipated transition. In contrast, non-events encompass transitions

that are foreseen but ultimately do not materialize.

Chickering and Schlossberg’s Transition Theory framework, which specifically

illustrates the coping references suggests: “moving in”, “moving through”, and “moving out”

illustrated further in the 4S transition model: Situation, Self, Support, and Strategies. 4S

influences the capability of a person to cope during a transition.

Meyer (2012) contends that the degree of an individual's proficiency in navigating a

transition hinges on the accessibility of resources within specific domains. Furthermore, Meyer

underscores the presence of both strengths and weaknesses inherent in every person, particularly

during periods of transition. This balance between strengths and weaknesses can lead to a

situation where strengths outweigh weaknesses, making adjustments smoother, or conversely,

where weaknesses outweigh strengths, resulting in a more challenging transition to navigate. The
assessment of an individual's transition experience, whether positive, negative, or neutral,

notably impacts their emotional state and coping mechanisms.

When delving into the initial aspect, denoted as the "Situation" in Schlossberg's model,

one explores an individual's circumstances, which are influenced by factors such as the catalyst

for the transition, its timing, the level of control the person wields over the transition, the

emergence of new roles, the temporal span of the transition, past encounters with similar

transitions, the individual's evaluation of the ongoing transition, and additional stressors that the

person may be undergoing.

Analyzing the initial aspect, labeled as "Situation," one delves into an individual's specific

context influenced by the trigger of the transition, its timing, the level of control exerted over the

transition, the emergence of novel roles, the temporal duration of the transition, past experiences

akin to the transition, the individual's assessment of the ongoing transition, and additional

stressors experienced.

Moving to the second component, "Self," the focus shifts to personal, demographic

attributes, and psychological resources. This section elucidates how an individual's personal and

demographic characteristics, encompassing elements such as gender, ethnicity or culture, age,

stage of life, and health status, shape their perception of life and socioeconomic standing. Within

the realm of psychological resources, factors like ego development, perception, personal values,

spirituality, and resiliency play a significant role.

Furthermore, the third aspect, "Support," emphasizes the crucial role of interpersonal

connections in an individual's ability to navigate a transition. Support is garnered from various

sources including family, peers, intimate relationships, institutions, and communities. It

encompasses emotional validation, affirmation, assistance, and candid feedback.

Lastly, we delve into the fourth component, denoted as "Strategies," which encapsulates

the various methods individuals utilize to effectively navigate a transition. These encompass

actions that enable individuals to modify the circumstances, take charge of how they perceive the

problem, and facilitate stress management—thus constituting coping responses. Moreover,

individuals seeking to transform their situation or alleviate stress may contemplate employing the

following four coping techniques: gathering information, restraining immediate action, and

engaging in intra-psychic behavioral adjustments. It is crucial to underscore that individuals tend

to cope more effectively when they embrace flexibility and employ a diverse array of strategies.

Figure 1 below presents the graphical representation of the 4S framework in

Schlossberg's Transition Theory. These four components—Situation, Self, Support, and

Strategies—stand as pivotal factors that collectively shape an individual's capacity to effectively

manage the transitional process.

The first component, Situation, encompasses a range of factors such as timing, level of control,

evolving roles, duration, past experiences, individual assessment of the transition, and

encountered stressors.

Moving on to the second component, Self, it accentuates the significance of personal

attributes and psychological reservoirs that contribute to an individual's response to transition.

These attributes encompass demographic traits, encompassing elements like gender, ethnicity,

age, and health status. Additionally, psychological resources like ego development, perception,

personal values, spirituality, and resilience play a pivotal role in this context.
 The third facet, Support, underscores the crucial role of external networks and

relationships in a person's transition experience. Family, social support systems, and constructive

feedback play integral roles in providing the needed assistance and encouragement during times

of transition.

Lastly, the fourth component, Strategies, highlights the array of approaches employed by

individuals to navigate transitions effectively. These methods include adjusting the

circumstances, adopting a positive perception of problems, and effectively managing stressors.

The utilization of such strategies is pivotal in enhancing one's coping abilities during periods of

transition.

Figure 1

The Transition Theory of Schlossberg, upon which the present study was grounded,

underscored the importance of the 4S framework in shaping the development of the transition
program, specifically tailored for learners with intellectual disabilities. This framework,

encompassing Situation, Self, Support, and Strategies, constitutes the fundamental components

that exert a profound influence on the learners' capacity to effectively navigate the design and

execution of the transition program. By delving deeper into the constructs of Schlossberg's

Transition Theory, it becomes evident that the transition program, specially crafted for learners

with special needs, can be aptly established, with the 4S framework serving as the foundational

cornerstone.

Research Paradigm

Figure 2

Independent Variables Dependent Variables Output

Transition Theory
Components:
 Situation Learners with
 Self Intellectual
 Support Enhancement Plan
 Strategies Disability

Assessment on the
Transition Program
Implemented:
 Curriculum and
Instruction
 Linkages and
Networking
 School Facilities
 Auxiliary an Ancillary
Services
 Budget

Problems encountered by
the respondents in the
implementation of the
transition program.
 Figure 2 in the conceptual framework illustrates the study's independent and dependent
variables, along with the anticipated output. The independent variables earmarked for thorough
evaluation consist of the components of Transition Theory, namely Situation, Self, Support, and
Strategies. Additionally, the assessment encompasses the implemented Transition Program,
covering aspects such as Curriculum and Instruction, Linkages and Networking, School
Facilities, Auxiliary and Ancillary Services, Budget, and, finally, the challenges faced by the
participants in executing the transition program.

On the flip side, the dependent variables encompass individuals characterized by

intellectual disabilities. The objective of the suggested investigation is to generate findings that
will contribute to formulating an improvement strategy for the participants. This strategy aims to
serve as a valuable resource, guiding the teaching and support of learners in the transition
program facing intellectual disabilities.
 CHAPTER 3
METHODOLOGY
Chapter III

Methodology

This chapter outlined the study's methods. The research methodology encompassed the

research design, study locale, participant selection, research instrument, data collection

procedures, ethical considerations, data analysis approach, research framework, and the research

timeline.

Research Design

The quantitative approach will be employed in this study. Quantitative research methods

involve the utilization of numerical data to elucidate findings (Techo, 2016).

Under the quantitative approach, the researcher will use the descriptive-correlational research

design. Descriptive-correlational design is aimed at describing the variables of the study along

with the relationships that are naturally transcribing between the problems encountered by the

respondents and the implementation of the transition program. In addition, according to Stangor

(2014), correlational design provides a relatively concrete picture of what is happening at a

specific time, furthermore analyzes the direction, as well as degree, and magnitude of

relationships that shall form the basis for the development of the needed output of the study, of

which in this paper is forming the foundation of appropriate enhancement plan intended for the

respondents in teaching learners with intellectual disability in the transition program.

Locale of the Study

The study was conducted within the Division of Taguig City and Pateros, specifically focusing
on selected schools within the division that offered Special Education Classes and Transition
Programs for learners with intellectual disabilities

Participants of the Study

The participants of the study are 30 teachers from the Division of Taguig City and

Pateros. All of the participants are teachers and presently handling Special Education students in

the self-contained class from the Division of Taguig City and Pateros. They were requested to

answer the questionnaires as honestly as possible and to the best of their ability.

Table 1

List of Schools Tendering Special Education Program in the Division of Taguig City and Pateros

District of Taguig City

Name of Schools Teacher Respondents
and Pateros
Eusebio C. Santos Elementary School 3
1 Napindan IntegratedSchool 3
R.P. Cruz ElementarySchool 3
Taguig Integrated School 1
Bagong Tanyag Elementary School Annex 1
C.P. Sta. Teresa Elementary School 3
Upper Bicutan Elementary School 3
2 Daang Hari Elementary School 1
Silangan Elementary School 1
EMS Signal Village Elementary School 3
Signal Village National High School 1
Kapt. Eddie T. Reyes Integrated School 3
3
Kapt. Cardones Integrated School 3
Pateros Pateros Elementary School 1
Total 30
 As indicated in Table 1, the respondents are teachers handling learners with intellectual

disability in self-contained classes in the transition program.

Research Instrument

The research utilized a self-made instrument as the primary data collection tool. This

instrument was designed to gather relevant information about the development of an

enhancement plan for teachers handling learners with intellectual disabilities in the transition

program.

Data Collection Procedures

The data for the study was collected through a systematic step-by-step process. The initial

stage involved seeking approval by sending consent letters to the School Division Office of

Taguig City and Pateros, as well as to the respective principals of SPED teachers who were

identified as participants in the study. These letters, which included a notation from the research

adviser, outlined the researcher's intention to conduct the study, detailed the data collection

methods to be employed, and emphasized the confidentiality measures in place to safeguard both

participant data and the information provided by them.

The survey questionnaire was administered using a Google Form, facilitating efficient

data collection. An Assent Form was also provided to participants, elucidating the study's

objectives and procedures, and addressing any inquiries they might have. The researcher was

readily available to address any concerns or questions raised by the participants.

To ensure the security and preservation of the data collected via the Google Form,

appropriate safeguards were implemented. The acquired data underwent statistical analysis as
prescribed in this study, followed by thorough analysis and interpretation. In order to uphold the

confidentiality of the data assimilated from the participants, access to the data was restricted

exclusively to the researcher and the research adviser.

Ethical Consideration

The privacy of the participants was diligently safeguarded throughout the research

process. They were explicitly informed that the study was undertaken as a requirement for the

completion of the Master's Degree Program in Special Education. Moreover, strict adherence to

the provisions of the Data Privacy Act of 2012 was maintained during the entire data collection

phase.

Personal information was exclusively utilized when essential, and access to such

information was restricted solely to the researcher and her adviser. This meticulous approach

ensured that participants' sensitive data remained confidential and was handled with the utmost

care and professionalism.

A letter of consent, also known as an informed consent form, was prepared and endorsed

by both the research adviser and the school administration. This document was furnished to the

respondents and their respective superiors, clearly outlining the purpose and nature of the

research.

The collected data and relevant information pertained exclusively to the internal

dynamics of the transition program for learners with disabilities, specifically focusing on the

development of an enhanced transition plan. Consequently, any topics, issues, or concerns falling

outside the scope of this study were not addressed in this paper.
 Furthermore, stringent measures were taken to ensure the protection and confidentiality

of the gathered data concerning the respondents. This commitment to safeguarding sensitive

information was diligently upheld throughout the research process.

Data Analysis

The gathered data was subjected to analysis using the following statistical tools:

Frequency Count and Percentage were employed as statistical tools in the analysis.

The frequency count and percentage method were applied to compare the proportions of

response frequencies to the total number of responses.

On the other hand, the weighted mean was calculated as the point on the scores scale that

resulted from dividing the sum of the scores by the total number of scores. This index of central

tendency is commonly referred to as an average. Through this statistical tool, teachers were

provided with the opportunity to express their personal preferences.

Pearson’s Coefficient of Correlation was adopted to ascertain the relationships between the

variables presented in the study.

Weighted Mean was used to tally and count the responses of the subjects to each of the

questions incorporated in the questionnaire.

Five-point Likert Scale was employed to interpret findings derived from the questionnaire

responses.

DESCRIPTION VERBAL INTERPRETATION RATING

4.50-5.00 Highly Observed (HO) 5

3.50-4.49 Observed (O) 4

2.50-3.49 Moderately Observed (MO) 3

1.50-2.49 Least Observed (LO) 2

1.00-1.49 Not Observed (NO) 1

DESCRIPTION VERBAL INTERPRETATION RATING

4.50-5.00 Highly Implemented (HI) 5

3.50-4.49 Implemented (I) 4

2.50-3.49 Moderately Implemented (MI) 3

1.50-2.49 Least Implemented (LI) 2

1.00-1.49 Not Implemented (NI) 1

DESCRIPTION VERBAL INTERPRETATION RATING

4.50-5.00 Highly Encountered (HE) 5

3.50-4.49 Encountered (E) 4

Moderately Encountered
2.50-3.49 3
(ME)

1.50-2.49 Least Encountered (LE) 2

1.00-1.49 Not Encountered (NE) 1