La Union Provincial Library

References: pages 219-242.

This study aimed to analyze the extent of implementation of transition program for learners with intellectual disability in public special education elementary schools of La Union as a basis for exit skills plan. The study utilized the sequential explanatory descriptive research design. Data were obtained through a validated three-part questionnaire followed by interviewing school heads, teachers, and parents. Total enumeration of eight (8) school heads from the eight (8) SPED Schools in La Union and 43 SPED teachers were the respondents for the quantitative data. Fishbowl sampling was used for the interview with five teachers, five school heads, and five parents involved in the qualitative part of the study. The facilities and equipment in the Transition Program was moderately utilized where equipment was the highest and materials and supplies were the lowest. The extent of administration practices of the school heads is high with staffing as the highest and planning as the lowest. The extent of implementation of the transition program was moderately implemented in which learner entry points was the highest and desired exit outcomes was the lowest. There is a strong significant relationship between the implementation and administration practices as well as the utilization of facilities and equipment and administration practices in the transition program. The qualitative data focused on the challenges encountered by the respondents with three emerging themes namely financial hindrance, lack of background knowledge, and poor support were found. The identified weaknesses of the transition program were used as the basis for the Proposed Exit Skills Plan.

CHED-La Union Donation April 26, 2022