2nd Article | Volume 02 | Issue 02

SPED Teachers’ Level of Competence Towards Transition Skills of Learners with Special Educational Needs  




Rea Ritchel J. De Arao

Special Education Teacher III, Basud Elementary School, SDO Camarines Norte

Camarines Norte, Philippines


Merle C. Fontanilla  

Instructor, Mabini Colleges Inc.

Camarines Norte, Philippines


Published: May 2024

DOI: https://doi.org/10.17613/wvbk-qj78

Abstract

This study addresses concerns surrounding the transition program in Special Education (SPED) within the Philippines' Department of Education (DepEd), focusing on the competence of SPED teachers in facilitating smooth transitions for Learners with Special Educational Needs (LSENs). The research uses a mixed-method approach to evaluate 23 SPED teachers from 12 public elementary schools in the DepEd Camarines Norte Division. The findings revealed competencies in livelihood programs among the strength of SPED teachers and indicated room for improved vocational skills. While the teachers exhibit moderate competence in academics, enrichment, and pre-vocational skills, crucial for holistic transition planning, their profile factors such as age, service length, and education significantly influence their competence to facilitate successful transition programs. The thematic analysis of the focus group discussions uncovers challenges, which include insufficient support, financial constraints, and stereotypes. In conclusion, the study recommends a contextualized transition program tailored to support SPED teachers in guiding learners effectively

Keywords: learners, special educational needs, special education teachers, transition program, special education, competency

How to cite:

De Arao, R. R. & Fontanilla, M. (2024). SPED Teachers’ Level of Competence Towards Transition Skills of Learners with Special Educational Needs. International Journal of Multidisciplinary Educational Research and Innovation. 2(2), 30-46. https://doi.org/10.17613/wvbk-qj78.