Joe is a sophomore in high school and beginning to think about what he

would like to do after graduation. Joe has a learning disability and has
some difficulties with reading comprehension and written expression, but
is very strong in mathematics and has very good communication skills. It
will be important to consider Joe’s abilities when developing his transition
plan. His parents are very involved with his schooling and wants what’s
best for him after high school, given his abilities. His case manager, Mr.
Johnson, understands how critical transition is to positive outcomes after
z
graduation and wants to get Joe and his parents involved in the transition
process as soon as possible. Mr. Johnson’s realizes it is important to work
with Joe and his parents and get their input on a transition plan to help
prepare Joe for life after high school.

Q1: What happens to Joe when his parents are unaware of the
possibilities of different transition services as well as the transition
process?
z
 TRANSITION EDUCATION
z

 WHAT?

- A transition plan is a component of the Individualized

Education Plan (IEP) for students with disabilities that
focuses directly on the skills necessary to be successful
in adulthood, such as those needed to attend college,
live independently, and become involved in the
community.
 TRANSITION EDUCATION
z

 For many years, Special Education (SPED) has been in

existence in the Philippines and it has significantly
improved the lives of special needs learners through the
development and implementation of several programs
designed to meet their unique needs. In collaboration with
private schools, non-government organizations, and other
government agencies, DepEd has carefully studied,
planned and rolled out several Special Education curricula
across the country in order to deliver quality and effective
instruction for learners with special education needs. One
of these programs is the Transition Program Curriculum
 TRANSITION EDUCATION
z

 The Transition Program aims to help special

learners become functional in spite of their
disabilities. It aims to make them enjoy their daily
lives, and empower them to become more useful
and productive citizens. This program is not just a
set of activities; it is an educational equity
package that includes curriculum and policies that
will support the education of special learners.
 TRANSITION EDUCATION
z

 The transition program is designed for special

learners that are intellectually disabled and those
that are physically handicapped. It is designed to
meet their special needs and respond to their
specific interests. It is like a care package that will
empower the leaners in their transition from home to
school, or from post-elementary or post-secondary
to the world of work. In the transition program, the
learners will also enjoy an education that will enable
them to become functional in their everyday lives.
Early intervention is the beginning to school
z
transitions
 Because of their unique situations, children with disabilities require special
planning that will guide them through the educational system and into
adulthood. The government has mandated programs starting at birth that
can prevent educational and developmental setbacks as they make the
five transitions through school.

 In the mid-1980’s, the federal government announced its “transition

initiative” that was followed by laws that provide guidance to children from
birth through adulthood.

 The most significant mandate came in 1990 with the passage of the
Individuals with Disabilities Education Act. It requires, in part, timely
planning and implementation of transition services beginning at age 14
and updated annually through secondary school and into adulthood.
 Early Intervention
z
(Birth to 2 years old)
 However, the government also recognizes that transition assistance might
be necessary long before a child with disabilities makes that first move
into daycare or preschool. The reason is that babies typically develop
basic skills in the first three years of life such as:

 Physical – Reaching, rolling, crawling and walking

 Cognitive – Thinking, learning and solving problems

 Communication – Talking, listening and understanding

 Social/Emotional – Playing, feeling secure and happy

 Self-Help – Eating and dressing

 Individualized Family Service Plan
z

 It takes 45 days for Child Find to conduct an assessment.

Once the child is deemed eligible, the Child Find team will
help create an Individualized Family Service Plan, or IFSP,
that details the disabilities and lists the services that will be
needed to address them. The family must approve the
details that start with building a team of experts and
parents as major contributors. Other participants may
include medical providers, therapists, child development
specialists and social workers
 Individualized Family Service Plan
z
 Among the information included in the IFSP:
 Child’s present physical cognitive, communications, social/emotional and
adaptive development levels and needs
 Available resources, priorities and concerns of parents
 Major result expected
 Special education services the child may receive
 Where and how often the services will be provided
 Who will pay for the services (Costs are generally determined on a sliding
scale)?
 The name of the service coordinator who will oversee the process
 Steps that will be taken to support the transition to the next phase
 Early Childhood Intervention
z
(3 to 5 years old)
 Typically, six months before a child’s third birthday, the IFSP team should begin
planning to make sure that services are not interrupted until the child starts preschool.
Called Early Childhood Intervention, this step helps the team decide whether to stay
on course with the IFSP plan or write and Individual Education Plan, a legal document
that guarantees the student access to special education programs.

 Nursery school programs, pre-school and pre-kindergarten educators should be

involved as the focus turns toward preparing the child for the education system.
Parents remain vital to the creation and implementation of the IEP, which will be
overseen throughout the child’s elementary and secondary school years.

 The focus at this stage is to promote development and learning, provide support to
families, coordinate services and decrease the need for costly special education
services down the line
 Kindergarten to Secondary Education
z
(6 to 16 years old)
 If the IEP is already in place, a child will have an edge when entering
kindergarten and beyond.
 The IEP will be updated and adapted annually to meet the child’s changing
needs.
 It will include, for starters, adapted lesson plans, one-on-one support,
mainstreamed classroom involvement, or a combination of all. The purpose of the
IDEA is to make sure that children with disabilities have the same access to the
same general education as their peers in the least restrictive environment.
 Up to age 14, the transition plan focuses on service needs in relationship to
course of study. It includes goals and objectives with timelines for each, areas of
educational training and focus and measures to show progress
 Transition Planning for Adulthood
z
(14 to 16 years old)

 When the student turns 14 (16 at the latest), he or she will become directly involved in the
transition planning for services necessary to move onto a post-secondary education,
employment, adult services, independent living and community participation.

 A comprehensive statement will be created must be comprehensive, individualized and

address the personal needs, preferences and interests of the student. The IEP will
continue to follow the plan and make any changes necessary to accommodate the
student’s needs and desires. The purpose is to create a bridge that leads the student into
the adult world.

 At age 17, the student must be informed in writing that, upon turning 18 he or she will
have the right to make IEP decisions, unless a parent has obtained guardianship
 Transition into Secondary Education
z
(16 to 21 years of age)
 When a child turns 18 years old, or graduates from high school (by age 21),
the IEP ends. Ideally, children with disabilities should have a comprehensive
plan in place to help them make a smooth transition into adulthood.
 That said, they may be eligible as part of the Rehabilitation Act of 1973 to
enroll in training and secondary education opportunities. The Rehabilitation
Act of 1973, which, in part, prohibits discrimination against college tuition
funding for people with disabilities.
 Depending on individual circumstances, students with disabilities may qualify
for course accommodations such as taped textbooks, oral testing, a note
taker and priority seating. In addition, they may receive extended time for
testing.
 Transition into Secondary Education
z
(16 to 21 years of age)

 It is the student’s responsibility to inform college officials of his

or her disability and request accommodations.
 The federal government provides a comprehensive list of
programs and protections for adults with disabilities, including
benefits, civil rights protections, community living standards,
education opportunities, employment options, health care,
housing and transportation
 HOMEWORK
z

RESEARCH :

LEGISLATION REGARDING TRANSITION

SERVICES
SPECIAL EDUCATION TRANSITION
 z LEGISLATION REGARDING TRANSITION
SERVICES SPECIAL EDUCATION TRANSITION

 The successful transition into adulthood of

students with disabilities should be a
priority for parents, students, educators,
and leaders in special education.
 first mandated transition services for
IDEA of 1990
z
individuals with disabilities.
IDEA in 1997 subsequent amendments
and 2004 strengthened these provisions.

IDEA (IDEIA) provided the most recent

amendments definition of transition services and the
of 2004
procedural requirements that must be
followed when teams develop an
individualized education program (IEP)
that addresses transition planning.
 TRANSITION EDUCATION in the Philippines
z

In the Philippines, the transition program was already part of

the special education program of the Department of
Education; however, it was focused only on adult learners
with special needs. Transition program was viewed as a
coordinated set of activities for a student designed within an
outcome-oriented process that promotes movement from
school to out-of-school activities.
z
 Philippine Model of Transitions
z - Quijano (2007)

The model envisions full participation, empowerment, and

productivity of those enrolled in the program.
- daily living skills
- personal and social skills, and
- occupational guidance and preparation.
 Philippine Model of Transitions
z - Quijano (2007)

The Transition Program in the Philippines could be

expanded to many different possible points of entry that
would extend the scope of transition program from young
children to adults.
1. Transition to school life – may include children and adult
special learners who would like to attend or who have been
assessed to be ready for regular school under the inclusion
program. This may also include students who would like to
learn basic literacy programs under the Alternative Learning
System.
 Philippine Model of Transitions
z - Quijano (2007)

2. Transition after post-secondary schooling – includes

programs that will prepare special learners for vocational
courses and on-the-job trainings. It may also include
programs that will help students go to higher education if
possible.
3. Transition from school to entrepreneurship – includes
programs that will allow special learners to become
entrepreneurs in their respective communities.
 Philippine Model of Transitions
z - Quijano (2007)

4. Transition from school to adult life – includes

programs that will allow students to adjust and adapt to
adult life.

5. Transition to Functional Life – includes learning of

life skills that will allow the special learners to learn how to
take care of themselves and develop some special skills
that they can use everyday.
z
 z

It aims to develop career

awareness and work skills through
school to work transition among
children with mental retardation.
Objectives Its specific objects include:
a.Design a transition program
model and its curriculum
b.Implement the transition program
nation wide.
 z
Children with intellectual disability who
Target
Learners
have completed the elementary level or those
who are over-aged for formal school.

Age of Between 14-21 years old with

Entry intellectual disability

Level Non-graded
 z

Its curriculum domains include:

Curriculum a. daily living skills
b. personal and social skills
c. guidance preparation and occupation

Point of
Entry
School to work
 z
Problems Encountered in the
Implementation of Transition Program

Lack of concrete policies Few approved

Limited Facilities and direction for the teaching items for
and Resources transition program special education
teachers

Limited No provision for

understanding No available
of parents on
teaching instructional
the nature of assistant or
materials or
the transition shadow teacher
program
resources
z

Developmen
t Process of
the
Curriculum
Development of the Reviewed and aligned the competencies
Transition from the K-12 Curriculum Guide
z Harmonized the transition curriculum
Curriculum for
• DepEd Participants
LWD’s • Consultants based on the curriculum packages
• BCD Specialist Drafted and coded the curriculum specific
to the different areas
Development of curriculum – related
policies

Validate the newly developed curriculum

Validation of the • BCD Specialist
Transition • Internal and External Ensures that all workshop
Curriculum for stakeholders
LWD’s
processes are met and are guided
by recognized quality standards
Integrate the suggestions given by the
Finalization of the experts during the Validation
Transition • BCD Specialist
Curriculum for • DepEd participants workshops
LWD’s
z
 DepEd order no.21, s.2020
z

Policy Guidelines on the Adoption of the K-12

Transition Curriculum Framework for
Learners with Disabilities

- Articulate the principles , features, and

standards that will establish common
understanding on the transition of LWD’s in
all public and private schools nation wide.
 1987 Philippine Constitution
z

RA No. 10533
DepEd, through
this policy
RA No. 7277 expands the
transition
program that
encompasses all
Universal Declaration of basic education.
the Rights of Disabled
Person (1975)
z
 DO No. 021,
z

S.2020

TRANSITION
CURRICULUM
PACKAGES
z
 Career Skills
z Package Care Skills
Package
Livelihood
Package
K-12
Life Skills
Transition
Package
Curriculum
Packages
Enrichment
Package
Functional
Pre-Vocational Academics Package
Package
Care
z
Skills Package

 This addresses the needs

of LWDs who are not yet
capable of or does not
have any training in basic
self-care, as well as
those learners who are
considered at risks.
z
 Life
z
Skills Package
 This are designed to equip LWDs with the
necessary skills to become independent,
participative, empowered, and productive
members of society.
 It allows LWD’s to operate independently at
home or in community settings, and to take
control over their own lives.
z
Functional
z Academics Package
 Focuses on the basic academic skills necessary for the
enhancement of the learner’s participation in school
and in the community.
 It focuses on skills required in everyday life and
incorporates the student’s strengths and needs.
 Functional academics are essential for LWDs who may
not be able to learn age-and grade appropriate
academics as they will be used by these LWDs for the
rest of their lives.
z
 z Pre-Vocational Package
 Prepares and trains LWDs for livelihood, vocational
training, or possible employment. This package is
designed to assess and provide opportunities for
LWDs to hone their individual talents, skills, abilities,
strengths, and interests.
 This skills will lead to the development of the LWD’s
knowledge on entrepreneurial and livelihood
concepts and skills.
z
 z
Enrichment Package
 Provides the learners with opportunities to explore their
talents and skills in Music, Arts, Dance, and Sports.
 This is an expression of DepEd’s commitment to provide
LWD’s with opportunities designed to enrich, sustain,
engage, and ensure their continued growth by harnessing
their innate abilities and talents specifically in singing,
playing musical instruments, appreciating body
movements, expressing themselves through artistic
creations, or enhancing their abilities in a specific sport.
 Livelihood Package
z

 Entails a specialized instruction to support and provide

subsistence, and identify sources of income and assistance
to learners to find appropriate means of living.
 This focuses on the development of skills and
competencies geared towards self-fulfillment and possible
entrepreneurial endeavors, and covers useful topics which
may be mastered by the learner in order to put up his or her
own business enterprise.
 Career Skills Package
z

 Designed to assist students in learning the skills and

attitudes necessary to be successful.
 The program also stresses the development of self-
concept and the acquisition of skills in developing
interpersonal relationships. It includes career
awareness, employment readiness, career
information, career goals, knowledge to achieve
career goals, and skills to achieve career goals.
z
z
z
 zTransition Services
IDEA 2004 defines transition services as a coordinated
set of activities for a student with a disability that:
• Are focused on improving the academic and functional
achievement of the student with a disability to facilitate
movement from school to post-school activities.
• Are based on individual strengths, preferences and
interest.
• Include instruction, related services, community
experiences, the development of employment and
other post-school adult living objectives, and when
appropriate, acquisition of daily living skills and
functional vocational evaluation.
 Elementary to Middle School
z

Steps to facilitate a smooth transition include:

• Preparing the student during the last year of elementary
school
- Plan visit to the new school
- Meet teachers
- Practice organizational skills
- Create a practice schedule
• Planning the new curriculum goals and schedule for the
student
- Plan IEP goals
- Review student’s strengths and challenges with
new team.
 Elementary to Middle School
z

Steps to facilitate a smooth transition include:

• Orienting the parents
- Suggest study material to be reviewed during the
summer
- Compile contact list of middle school staff.
• Collaborating with the middle school staff
- Present student’s portfolio
- Discuss effective intervention techniques
- Encourage communication during the following
year
 z

Students transitioning from middle to high school look

forward to having more choices, making new friends,
and graduating.
However, students with severe
disabilities face a greater amount of challenges as
they transition to a new environment they are not
accustomed to. Adolescents view themselves more
negatively and experience a greater need for
acceptance by peers; (Mizelle & Irvin, 2000) students
with severe disabilities can feel the same way.
 zMiddle School to High School
Things to consider:
• The IEP should specify the student’s level of
functioning and support services required; and help
set realistic goals in regards to employability.
• Student orientation of the new building, support staff,
emergency procedures, and drills.
• Ensure transfer of data has taken place: medical
records, IEP, etc; and complete appropriate
emergency contact forms.
 zMiddle School to High School
Things to consider:
• Confirm that all special education staff (OT, PT,
Speech) are informed of the building
location/schedule of the student.
• A social support network should be established to
help bring severely disabled students and their
parents together.
• Parents should be aware of the district’s stance on
graduation (age of 21 limit) and no Child Left Behind
policies.
 zMiddle School to High School
Things to consider:
• The High School staff should work to keep parents
involved in their child’s education and school
activities which will make their child more
comfortable coming to school.
• Provide incoming students the opportunity to meet
other students. Programs like big buddy/little buddy
pair new 9th grade students with older students to
provide social support and peer mentoring.
z
High School
z to Post Secondary Opportunities
• High school transition planning includes exploring
post-secondary opportunities and employment
options and may include connecting with the adult
services agencies that may provide the student with
services when he or she graduates or turn 22 years
of age.
• The IDEA requires the transition planning be part of
the IEP. Beginning no later than the first IEP
developed when the eligible student is 15, the Team
considers the student’s needs for transition services
and documents this discussion.
 High
z School to World of Work
• Due to the complexity of the IDEA definition;
states, schools, and school districts continue
to explore various ways to appropriately meet
the federal requirements. In particular,
matching a handicapped child with an
appropriate transition from school to work
requires further expenditures of oftentimes,
limited amounts of time, energy, resources,
and funding.
 Possible
z Challenges…
• Despite the best intentions and the fact that
transition plans are legally required, schools
continue to exhibit difficulties in transforming
federal mandates into successful practice. This
is particularly true in the are of “school to work”
plans and programs.
- Lack of time
- Lack of effort by parents & school staff
- Insufficient funds for transition activities
- Poorly developed IEP
- Cultural issues/differences.
z