Contextualize Transition Program for Learner with Special Educational Need (LSEN) of Paaralang Sentral ng Mataasnakahoy

Abstract

INTRODUCTION

The purpose of the study aimed to determine the steps on how to modify the Department of Education prescribed transition program to learners with special education needs (LSEN) of Paaralang Sentral ng Mataasnakahoy. The study was guided by the following research questions about the current level of support of LSEN, the reasons of their parents in enrolling, the numbers of years they are enrolled and the LSEN skills have evident adaptation in the effectiveness of the program in teachers teaching delivery of the program.

METHODS

The study utilized the mixed-method approach of research; series of interview, observation, and floating of survey questionnaires have been the source of the information in doing this research.

RESULTS

Finally, the result of the inquiry could be a benchmark in having a transitioning program for Learners with Special Educational Needs (LSEN). Specifically, the following are recommended; parents' support in the continuity of training at home. This finding gives a new way of thinking about understanding the different skills of learners with special educational needs. Nevertheless, the research serves as a reflective reference among special education teachers to constantly re-evaluate the individualized programming and collaboration with parents.

DISCUSSIONS

The current level of support of LSEN, the reasons for their parents in enrolling, the number of years they are enrolled and the LSEN skills have evident adaptation in the effectiveness of the program in teachers teaching delivery of the program. Using the mixed-method approach of research, the findings reveal that there is a need for modification with the present transition program for LSEN. The result suggests that modification in the transitioning programs must be based on the individual's present level of performance, their level of support and age-appropriate activity. It is a need to consider their skills in developing them individually. Indeed, parents' support in the continuity of training at home is highly recommended. Nevertheless, the research serves as a reflective reference among special education teachers to constantly re-evaluate the individualized programming and collaboration with parents.