Transition Program in the Philippines
The Transition Program is a set of activities or tasks offered to children with
special needs at specific ages. The transition program will assist them in becoming
independent and functional in the community, school or even in the workplace, allowing
them to develop their skills and full potential. The transition program was already a part
of the Department of Education's special education program in the Philippines, but it
was only intended for adults with special needs.
As stated in Article 13 Section 11 of the 1987 Constitution of the Philippines, the
state “shall protect and promote the rights of citizens to quality education at all levels
and shall take appropriate steps to make such education available to all”. The state
should create an effective and efficient educational system that will assist the student in
becoming involved, responsible, and independent in their personal and professional
lives. Article 3 of Presidential Decree (PD) 603 established the right of children to an
education “commensurate with their abilities and for the development of their skills for
the improvement of their capacity for service to themselves and their fellowmen.”
Republic Act (RA) 7277, known as “Magna Carta for Disabled Persons”, underscored
the State’s duty to disabled persons, the scope of which includes the delivery of
adequate access to quality education and sufficient opportunities to develop their skills.
According to, Policy Guidelines On The Provision Of Educational Programs And
Services For Learners With Disabilities In The K To 12 Basic Education Program 3.
Adaptation of the K to 12 Curriculum for LWDs Section 3.3 Transition skills and
competencies develop and improve life and career skills, socio-emotional skills, and
pre-vocational and livelihood skills. Hence, it is important to prepare LWDs for transition
skills and competencies. The transition program and other related services shall provide
LWDs the bridge from one phase, location, or situation to another to help them adjust.
Students are also taught academic skills that will help them function as normally as
possible in workplaces, as well as integrate with their communities and become aware
of available community service. The transition program prepares them for the
environment they will be entering. It is also advantageous to be self-sufficient from
school to home, or from home to school or community. The presence of teachers,
parents, school leaders, and community members is essential because they will assist
and guide the students in working independently and completing the specific task. They
will also conduct semi-supervision to ensure that the students are learning and working
to become independent. Section 4 Development of an Individualized Educational Plan
(IEP). Every learner with disability shall have an IEP that articulates his/her learning
goals based on the K to 12 basic education curriculum. The IEP may also include goals
that prepare the learner for the K to 12 curriculum Page 13 of 27 and the transition
program. This IEP contains the student's goals and objectives; it can serve as a record
for the children to be prepared for the transition program. This IEP should be carefully
planned, monitored, and reviewed on a regular basis to ensure the learner's progress
toward achieving the agreed-upon goals or performance.
In accordance with, Pawilen, G. Sibayan, I, Manuel J. et. al (2018). These are the
entry points for student with special needs for creating a transition program that is
effective and efficient and is truly pertinent to and responsive to the needs, interests,
and abilities, and goals of students. The Transition program will help the student live a
normal life in spite of their disabilities. (1) Transition to school life – Children with
special needs may require additional support to adjust to the school environment. There
are learners with disabilities who will be transferred into a regular classroom if the
teachers agree and ensure that the student is ready for a regular classroom. (2)
Transition after post-secondary schooling – It contains a program for the learner
with a disability, who will be offered vocational courses and training for the job. It also
includes programs that will help students prepare for higher education. (3)Transition
from school to entrepreneurship- It covers programs that will help the learners
become businessmen in their given specific communities. (4) Transition from school
to adult life – It comprises programs that will help the students be independent in their
adult lives as they grow older. (5) Transition to Functional Life – It consists of
personal life skills that will help the special learners be self-sufficient by knowing how to
dress themselves properly or take care of themselves without any help from others,
which will help them enhance their skills and work independently.
References:
Pawilen, G., Sibayan I., Manuel, J., et.al (2018) Developing a Curriculum for the
Transition Program of Special Learners in the Philippines Retrieved from:
https://files.eric.ed.gov/fulltext/EJ1207241.pdf
DepEd Order No. 044, S. 2021 Policy Guidelines on the Provision of Educational
Programs and Services for Learners with Disabilities in the K to 12 Basic Education
Program Retrieved from:
https://www.deped.gov.ph/wp-content/uploads/2021/11/DO_s2021_044.pdf
