2nd Article | Volume 02 | Issue 02
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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
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.
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