World's Education Journal by CISC

Fostering skills development and inclusivity for transition program students and Philippine school stakeholders

Rose Marie Jane Rementina

DOI: https://doi.org/10.24926/wejc.v1i1.7132

Keywords: transition, employment, inclusion, public school, Philippines

Abstract

Despite limited access to special education services in the Philippines, an urban public elementary school offers a transition program to support learners with special needs in preparing for post-school opportunities. However, the program requires further enhancement to address instructional gaps for transition-aged students, which currently limit their skill development. Moreover, opportunities for collaboration and engagement between the general and disability communities remain limited. By establishing a café simulation facility in the school, complemented by on-the-job training with partner businesses, the transition program students showed improvements in their social, daily living, pre-vocational, and employability skills. It also created opportunities for regular interaction within the school community. Lastly, the disability inclusion workshop series conducted among parents, teachers, and students led to increased disability sensitivity and awareness, suggesting that a localized approach can promote inclusive mindsets and supportive practices at home and in school for learners with special needs.