PARENTS’ PERCEPTIONS ON THE IMPLEMENTATION OF SPED TRANSITION LIVELIHOOD CURRICULUM IN THE CITY OFBALANGA NATIONAL HIGH SCHOOL

Proponent: Jocelyn A. Bustamante
Research Agenda
Category: Teaching and Learning
Topic: Special Education (SPED)
Office/School: City of Balanga National High School – JHS

The Special Education (SPED) Transition Program in the Philippines is a vital initiative launched by the Department of Education (DepEd) to support students with disabilities as they move into adulthood. The program, outlined in Department Order No. 021 s. 2020, provides a structured framework under the K to 12 curriculum to guide learners with disabilities (LWDs) towards independence, inclusion, and employability. The curriculum is designed to offer five possible exit outcomes: entrepreneurship, employment, further education, acquisition of middle-level management skills, and functional living. This comprehensive approach ensures that LWDs receive the necessary skills and knowledge to lead fulfilling lives as productive members of society.

Several studies have emphasized the importance of collaboration among key stakeholders in the success of SPED transition programs. Paje and Lozano (2019) highlighted the critical roles that schools, parents, vocational centers, and employers play in ensuring that students with disabilities receive the necessary support. Their research underscores that such partnerships help create an inclusive environment that fosters the students’ ability to transition smoothly into adulthood. By working together, stakeholders are able to address the unique challenges faced by LWDs and provide tailored support for their development, both academically and socially.

At the City of Balanga National High School, the SPED Transition Program is in its second year, catering to learners aged 15 to 24. Initial assessments revealed challenges, such as limited motor skills among cookery students, but also showcased opportunities for alternative livelihood education packages, such as wellness massage and mat weaving. Teachers, with the assistance of guidance counselors, adapted to these challenges by implementing individualized assessments and modifying the curriculum based on student needs. This research aims to explore parents’ perceptions of the program’s livelihood packages, offering insights for future improvements and the continuous development of SPED transition programs in the Philippines.