Probing the Effectiveness and Impact of Transition Education on the Holistic Outcomes of Special Education Students in Canlaon City, Negros Oriental, Philippines

Probing the Effectiveness and Impact of Transition Education on the Holistic Outcomes of Special Education Students in Canlaon City, Negros Oriental, Philippines

Rose Marie A. Bonifacio, Niña Rozanne T. Delos Reyes, Raymond C. Espina, Janine Joy L. Tenerife-Cañete, Reylan G. Capuno, Irene O. Mamites, Lilibeth C. Pinili

Cebu Technological University – Main CampusCebu City, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.909000541

Received: 06 October 2025; Accepted: 14 October 2025; Published: 17 October 2025

ABSTRACT

This study examined the effectiveness of transition education programs and their impact on students with special needs in selected public schools in Canlaon City, Negros Oriental, during the academic year 2025–2026. Using a descriptive-correlational design, the study focused on evaluating five core components of transition education and their influence on learning, living, and working outcomes. Data were gathered from 30 student respondents through adapted survey questionnaires. Results revealed that curriculum design, teaching strategies, support services, and teacher competence were perceived as very effective, while school-community partnerships were rated as effective. The impact of transition education was found to be very high across learning, living, and working domains. Statistical analysis indicated no significant correlation between students’ demographic profiles and their perceived outcomes, implying consistent benefits regardless of background. However, teacher competence and school-community partnerships were significantly associated with living outcomes, emphasizing their role in fostering independence. Based on these findings, it can be concluded that transition education programs play an essential role in preparing students with special needs for life after school. A localized enhancement program was made to strengthen transition education services and promote inclusive, skill-oriented learning environments for students with special needs.

Keywords— Special Education, Transition Education, Inclusive Education, Descriptive Correlational Design, Philippines

INTRODUCTION

Transition education is essential for providing Special Needs Education (SNED) learners the ability to face life’s challenges and transition effectively from school to adulthood. It enables students to develop the skills and self-esteem necessary to effectively function and thrive in all aspects of life, learning, and work (Plotner et al., 2023). Transition education ensures that students receive targeted support, learn real-life skills, and work toward becoming independent citizens. This addresses the need for a meaningful level of participation in society. Its primary goal is to support exceptional learners through their unique challenges, enabling them to achieve greater functionality and improve their quality of life. When this happens, they are provided with opportunities for inclusion and to become contributing citizens (Vazquez, 2023).

In Ireland, transitioning from primary to secondary school is a significant milestone in a person’s educational journey. Transitioning can cause difficulties with learning due to the novel structures of adolescent peers as well as the new expectations for learning. For SNED learners, the difficulties can be more pronounced, as research has shown that this group experiences a higher rate of negative transitions compared to their peers (McCoy et al., 2020). As it relates to negative transitions for SNED learners, the most notable factors include the type of special needs, gender, and socio-economic status. Students with a general learning and/or intellectual disability had even more difficulties, with a risk of poor transition that is three times higher than students with no special education needs. The researchers noted that promoting positive teacher-student interactions, ensuring sufficient support is in place throughout the first and second years of secondary school, and ensuring SNED learners do not have academic achievement gaps since primary school will not be beneficial to them during their transition period (McCoy et al., 2019).

Transition programs for students with special needs in the Philippines play a crucial role in promoting independence and facilitating the acquisition of meaningful skills. While these programs have been shown to successfully develop the functional skills of children with special needs, supported by SPED teachers who implement strategies that foster independence in both academic tasks and daily living skills (Capinpin & Rabara, 2020), significant challenges remain. Just as students with special needs require appropriate tools for effective academic and social engagement, transition programs themselves must be adequately equipped with complete resources, tools, and facilities to ensure equitable and impactful pathways to independence. Pawilen et al. (2018) addressed this need by reiterating the need for a well-developed curriculum framework that is inclusive of special learners and their individual/group needs, considering their holistic and life skills. These studies indicate that transition programs in the Philippines require enhanced resources, curriculum, and service training to improve opportunities for students with special needs.

As Negros Oriental strived to implement transitions for students with special needs, transition education has gained importance as a means to foster inclusive and equitable opportunities for all. Schools have introduced these programs to address individual needs through personalized teaching and strong collaboration among schools, families, and communities. However, while these initiatives show promise, their actual impact remains unclear, especially in local settings. The researcher compelled to delve deeper into the study due to noticeable gaps in the application of transition education in the province. Challenges such as limited resources, lack of trained personnel, low awareness of transition planning, and minimal involvement from families and communities hinder their effectiveness. Moreover, there is a lack of localized research that evaluates whether these programs truly support students in developing life skills, achieving independence, and preparing for employment. This study sought to fill that gap by examining whether existing transition education efforts in Negros Oriental are genuinely delivering the intended outcomes and benefits for SNED learners.

Transition education is a vital means for individuals with special needs as they work toward independence and a fulfilling lifestyle. However, research on the application of transition education in locally relevant contexts was lacking. This study was particularly valuable in Canlaon City, Negros Oriental, where significant educational and socio-economic disparities exist. The research aimed to explore the significance of understanding how the observable outcomes of transition education impact students’ experiences in learning, living, and working. The study also aimed to amplify the voices and experiences of students. In particular, this investigation focused on the observable outcomes of transition education on students’ learning, living, and working experiences. The research helped in understanding transition education, its strengths, and limitations in practice.

Legal Basis

The study is grounded in two important legal foundations: Republic Act No. 7277, also known as the “Magna Carta for Persons with Disabilities,” Republic Act No. 11650, also referred to as “Instituting a Policy of Inclusion and Services for Learners with Disabilities in Support of Inclusive Education,” DepEd Order No. 44, s. 2021, entitled “Policy Guidelines on the Provision of Educational Programs and Services for Learners with Disabilities in the K to 12 Basic Education Program,” and DepEd Order No. 21, s. 2020, entitled “Policy Guidelines on the Adoption of the K to 12 Transition Curriculum Framework for Learners with Disabilities.”

The first legal basis is Republic Act No. 7277, also known as the Magna Carta for Persons with Disabilities. This Republic Act is a landmark piece of legislation protecting the rights and welfare of persons with disabilities in the nation. Republic Act encompasses a large number of areas, such as education, employment, health, and social services, to fully include and participate as persons with disabilities at all levels in various aspects of society.

In the field of education, this Republic Act ensures that all children with disabilities will have access to educational opportunities with the necessary support to develop their potential. Furthermore, the school or institution is required to prepare any necessary facilities, capital outlays, resources, or programs to accommodate students with disabilities.

This legislation is specifically applicable to transition education as it offers a basis for the mandate to develop programs that provide a pathway between school and post-school learning for students with special learning needs. The law will continue to serve as a foundation for advocating for individual and genuine transition plans that account for the needs of these students.

The Magna Carta discusses functional skills, independence, and inclusion, all of which are cornerstones of transition education. This law will also uphold the rights of students with disabilities and promote the understanding that transition programs are more than methods; they are fundamental to supporting those students in attaining lives that are meaningful and promote empowerment.

The second legal basis is Republic Act No. 11650, also known as the “Instituting a Policy of Inclusion and Services for Learners with Disabilities in Support of Inclusive Education.” It was passed as a clear articulation of a policy framework for inclusive education in the Philippines to address the issues that preserve the provision of education in a form that is meaningful and accessible for learners with disabilities.

This law creates a responsibility to deliver supportive services, ensure that educational settings are inclusive, and utilize individualized and specialized interventions for students with disabilities, regardless of the nature or extent of the disability.

It aims to address barriers to access and participation, which create conditions that deny learners with disabilities their right to full engagement and participation in the education system. The purpose of the law is to support the full development and inclusion of learners, promoting their socially engaged citizenship.

The law emphasizes the importance of coordination and collaboration among all interested stakeholders, including families, schools, and community-based organizations, to ensure that the learning environment meets the expectations and needs of learners with disabilities, thereby promoting their physical, social, and emotional well-being.

In terms of transition education, Republic Act No. 11650 is highly relevant because it emphasizes the importance of developing organized programs for students with special needs to prepare them for life beyond the classroom walls. This law emphasizes the importance of inclusion for students, not only demonstrating the principles of transition education but also recognizing that students with disabilities need inclusivity in the planning and execution of educational programs.

This is a legitimate starting point for developing and further enhancing transition programs tailored to individual needs. This law reinforces the belief that individuals with special needs are capable of developing independence and becoming contributing members of society.

The third legal basis is the DepEd Order No. 44, s. 2021 entitled “Policy Guidelines on the Provision of Educational Programs and Services for Learners with Disabilities in the K to 12 Basic Education Program,” establishes the national framework for implementing programs and services in education for learners with disabilities in the Philippines.

The guidelines reaffirm the Department of Education’s commitment to inclusive education consistent with Republic Act No. 10533 (Enhanced Basic Education Act of 2013) and Republic Act No. 7277 (Magna Carta for Disabled Persons) as well as national standards for educating learners with disabilities across all levels of schooling by offering accessible, relevant, and equitable education which responds to the individual needs, strengths, and interests of learners with disabilities.

This order also supports early intervention, individualized educational planning (IEP), interdisciplinary support, and collaboration between schools, families, and community partners. Transition education is explicitly recognized as part of the continuum of services necessary to prepare individuals with disabilities for independent and productive adult lives. The order mandates the provision of life skills training, vocational readiness, and transition-oriented interventions that facilitate post-school success.

The evaluation studies in DepEd Order No. 44, s. The 2021 initiative directly supports the evaluation of transition education programs for students with special needs, aligning with whole-school, inclusive approaches to specialized care and education. The order reinforces both the legal and operational foundation for investigating the existing practices of public schools in Canlaon City. Thus, the evaluation will determine how Regulated Healthy Schools align with the spirit of this DepEd Order/CMO and identify gaps that can be improved through an enhancement program.

The fourth legal basis is DepEd Order No. 21, s. 2020 entitled “Policy Guidelines on the Adoption of the K to 12 Transition Curriculum Framework for Learners with Disabilities,” establishes a formal, written document outlining the utilization of the K to 12 Transition Curriculum Framework for Learners with Disabilities.

The framework, developed with the experiences of “young adults with disabilities” in mind, was designed to provide students with disabilities access to educational opportunities and structured, meaningful support throughout their transition from school to adult living.

The curriculum prioritizes change activities that develop life skills, work readiness, independent living, and self-advocacy. The plans are individualized, centered around the student, and relate to the principles of inclusive education and the goals of the K to 12 Basic Education Program.

The framework encourages schools to collaborate with families, communities, and external agencies to support learners with disabilities in transitioning successfully into adulthood. It introduces three key areas of transition education: academic instruction, functional skills training, and vocational education, and also validates that these areas should be grounded in a real-life context. The order also highlights the need for Individualized Transition Plans (ITPs) to be embedded in the learner’s Individualized Education Plans (IEPs) and guide them through their desired post-secondary pathway(s).

DepEd Order No. 21, s. 2020 is highly relevant to the current study as it directly supports the evaluation of transition education programs for students with special needs. This study examines the effectiveness of schools in Canlaon City in implementing the curriculum, assessment, instructional strategies, and support services outlined in the K-12 Transition Curriculum Framework.

The study’s attention to the learning, living, and working outcomes among students also supports the intended outcomes of the policy. Thus, the results will inform how the transition curriculum is actualized in practice and how its provision can be improved through the enhancement program in response to DepEd’s vision of inclusive, lifelong learning for everyone.

Significance of the Study

This study is important for many groups. Each group will be assisted because its findings and recommendations are intended to improve the effectiveness of the transition education program and benefit individuals with special needs. The results of this research could be beneficial for school administrators, stakeholders, policymakers, special education teacher, general education teachers, parents and families, special needs education students, researcher, and future researchers.

Objectives of the Study

This study examined the effectiveness of transition education programs and their impact on Special Needs Education (SNED) students at selected public schools in Canlaon City, Negros Oriental, during the 2025-2026 school year, as a basis for a proposed Enhancement Program to improve transition education and promote inclusivity for students with special needs.

Specifically, it sought to answer the following sub-problems:

1.What is the demographic profile of the respondents?

1.1Age;

1.2Gender;

1.3Socioeconomic status;

1.4Number of siblings; and

1.5Category of Disability?

2.What is the level of effectiveness of transition education for students with special needs in terms of the following:

2.1 Curriculum design and content;

2.2 Teaching and learning strategies;

2.3 Support services;

2.4 Teacher competence; and

2.5 School-community partnerships?

3.What is the impact of transition education on their:

3.1 Learning outcomes;

3.2 Living outcomes; and

3.3 Working outcomes?

4.Is there a significant relationship between the demographic profile of the respondents and the perceived impact of transition education on their learning, living, and working outcomes?

5.Is there a significant relationship between the respondents’ perceived effectiveness of transition education and its impact on their learning, living, and working outcomes?

Based on the findings of the study, what enhancement program can be proposed?

Research Methodology

The researcher’s collected data was used in this study, including the research design, research environment, research population, sampling technique, research instrument, validity, and data collection procedures. Finally, this chapter discussed the statistical treatment that is acceptable for data interpretation.

Research Design

This study employed a descriptive-correlational research design to assess the effectiveness of transition education programs for students with special needs in Canlaon City, Negros Oriental, and to explore their impact on learning, living, and working outcomes. As noted by McBurney and White (2009), descriptive-correlational research is ideal for providing a “static picture” of a current situation and for identifying relationships between naturally occurring variables in real-world educational settings.

The descriptive aspect of the study focuses on profiling respondents based on relevant demographic variables, including age, gender, socioeconomic status, number of siblings, and their category of disability. Additionally, this part measures the perceived effectiveness of transition education in terms of curriculum design and content, teaching strategies, support services, teacher competence, and school-community partnerships. It also documents the perceived impact of these programs on the learning, living, and working outcomes of students with special needs.

The correlational component of the study aimed to determine two key relationships: first, the connection between the demographic profile of student respondents and their perceived learning, living, and working outcomes, and second, the relationship between the perceived effectiveness of transition education and its impact on student outcomes. This design is suitable because it allows for the exploration of statistical relationships between variables in the study without any manipulation, making this characteristic particularly applicable in an educational setting (Copeland, 2022). Similarly, in a related study, Aprecia et al. (2022) employed a descriptive-correlational design to investigate the relationship between the physical environment and academic performance, highlighting that this method enables the evaluation of naturally occurring associations —a key consideration when addressing diverse educational environments and learner characteristics.

The purpose of this approach is to present a comprehensive picture of how transition education supports students with special needs, as well as to inform future educational practices, policies, and programs. Importantly, the study aimed to highlight both the strengths and weaknesses of transition programming, enabling our educational interventions to be more responsive and achieve their desired outcomes.

Environment

The study was conducted in Canlaon City, a component city situated in the northern part of Negros Oriental, Philippines. With a land area of approximately. 170.9 km², Canlaon had a recorded population of 58,822 based on the 2020 census.

Given its steady annual growth rate of approximately 1.62%, the city’s estimated population in 2024 is expected to reach roughly 62,700 inhabitants. A known advocate of inclusive education, Canlaon City has established a welcoming learning environment for students with special needs through various programs available in many elementary and secondary schools. Each program strives to foster development, independence, and transition for learners with special needs into life beyond the school environment.

The research focused on four public schools in Canlaon City that have been purposively selected based on their active enrollment of students with special needs, their implementation of transition education initiatives, and their provision of services for mainstreamed students within inclusive classrooms.

Macario Española Memorial School is situated along Lopez Jaena Street in Barangay Mabigo. It has a long-standing legacy as an academic institution in the locality and is also noted for having inclusive programs for students with special needs.

Panubigan Central Elementary School is situated in Barangay Panubigan and is designed for younger students, fostering a nurturing, family-oriented school environment.

Jose B. Cardenas Memorial High School – Main Campus provides services for junior and senior high school-level students, including those with diverse educational needs, and is also located in Panubigan.

Jose B. Cardenas Memorial High School – Uptown Campus, located in Barangay Mabigo, is part of the services provided by the main campus and serves students from surrounding barangays, promoting inclusivity overall.

These schools were spread across both urban and rural barangays, offering a diverse educational setting that reflects the broader community context of Canlaon City. Their inclusion in the study ensures a rich and balanced understanding of how transition education programs are implemented and their impact on the lives of students with special needs as they prepare for their future beyond the classroom.

Respondents

The study’s respondents included students with special needs at selected schools from Canlaon City, Negros Oriental. The perspectives gathered from students shed light on how these programs influence their learning and daily functioning.

The selection of respondents followed a purposive sampling approach, focusing on four schools within Canlaon City. These are Macario Española Memorial School, Jose B. Cardenas Memorial High School – Uptown Campus, Jose B. Cardenas Memorial High School – Main Campus, and Panubigan Central Elementary School. These schools have been identified based on their active enrollment of students with special needs, their provision of services for mainstreamed learners, and their ongoing implementation of transition education initiatives.

The most significant portion of respondents came from Macario Española Memorial School, comprising 50% of the total. The other three schools contributed smaller yet meaningful portions: 16.67% each from Jose B. Cardenas – Uptown Campus, Jose B. Cardenas – Main Campus, and Panubigan Central Elementary School. A total of 30 respondents participated in the study.

Instrument

The primary research instrument in this study was the adapted survey questionnaires, which have been developed to collect extensive information on the level of effectiveness of transition education and its perceived impact on students with special needs. These instruments were grounded in well-established tools from prior research, specifically, the framework for assessing the level of effectiveness is adapted from Test et al. (2009), Kohler (1996), and Wehman (2006), while the assessment of perceived impact is based on Carter et al. (2010) and Test et al. (2009).

The survey consisted of three sections. First, the demographic profile of the respondents was presented, including their age, gender, socioeconomic status, number of siblings, and category of disability. Second section focused on the respondents’ perceptions of the effectiveness of transition education in terms of curriculum design, teaching strategies, support services, teacher competence, and school-community partnerships. The third section included an additional section addressing the perceived impact of transition education on learning, living, and working outcomes, as students are the ones who directly experience these transitions.

To ensure clarity and accessibility, especially for students and parents, all questionnaires will be translated into Cebuano, the local language commonly spoken in the study area. A Likert scale format was used for most items, allowing respondents to indicate varying levels of agreement or disagreement, thereby facilitating the collection of nuanced and reliable data.

Prior to actual data collection, pilot testing of the survey instruments was  conducted to examine the clarity, relevance, and reliability of the items. Feedback gathered from the pilot participants will inform necessary revisions to refine the instruments’ overall validity and appropriateness for the study population. To ensure that the instruments yield internally consistent results, reliability analysis will be performed, and the threshold for internal consistency will be established using Cronbach’s alpha coefficient, with an acceptable value set at or above 0.50.

Data Gathering Procedure

This study utilized a systematic, student-centered approach to data collection. First, the researcher sought approval from the appropriate authorities, including the division school superintendent, school principals, school ethics boards, and any other relevant authorities, to ensure that ethical approval is granted before the study begins. The researcher also research the local school and district requirements for research. Once permission was granted, the researcher then worked with relevant SPED teachers and administrators to identify potential respondents who best meet the study specifications.

The survey questionnaires used in this study were administered to SPED students by their teachers or guardians as needed. Prior to the administration of the survey questionnaire, respondents together with their advisers and parents were provided with an explanation of the study, the importance of their participation, and an overview stating that their responses would be kept confidential. Accommodations were made to ensure that all students could complete the survey freely by providing simplified instructions or verbal assistance for those who required additional support.

The survey process took place In a suitable, quiet environment that was free from distractions, allowing the students to focus on the questions. The survey was conducted per classroom with the guidance of the researcher and the respective class advisers. Students with special needs were assisted by their parents or guardians to ensure they were able to understand and respond to the questions appropriately.

The researcher remained present during the entire data collection process to answer questions or provide clarifications when needed. After completion, the collected questionnaires were screened for completeness and accuracy before being analyzed to draw findings on transition education programs for SPED students, including their effectiveness and impact. This procedure ensured that the data collection process was respectful, efficient, and tailored to the needs of the respondents, prioritizing their comfort, understanding, and dignity throughout the study.

Statistical Treatment

To ensure the accuracy, reliability, and meaningfulness of the research findings, both descriptive and inferential statistical methods were employed to analyze the data gathered from the survey questionnaires.

Descriptive Statistics. Descriptive tools were used to summarize the demographic characteristics of the respondents. Variables such as age, gender, socioeconomic status, number of siblings, and category of disability were presented using frequency distributions and percentages. This helped to create a clear and comprehensive profile of the study participants.

Mean Score, Standard Deviation, and Weighted Mean. To assess responses to Likert-scale items, the data were analyzed using mean scores, standard deviations, and weighted means. These measures aided in interpreting respondents’ perceptions of the program’s effectiveness in terms of curriculum design, teaching strategies, support services, teacher competence, and school-community partnerships, as well as its impact on their learning, living, and working outcomes.

Pearson’s Correlation Coefficient. To test the study’s hypotheses, Pearson’s r was applied to determine the strength and direction of the relationship between the effectiveness of transition education programs and their impact on student outcomes. This helped identify whether improvements in program effectiveness are associated with better student results in learning, daily living, and future work readiness.

All statistical analyses were carried out at a 0.05 level of significance, ensuring that any conclusions drawn from the data are statistically sound and meaningful. Through this thorough and structured approach, the study aimed to provide valuable insights into how transition education programs are performing and, more importantly, how they can be improved to better serve students with Special Needs Education (SNED) in Canlaon City and similar educational settings.

Ethical Consideration

In conducting this study, several ethical considerations were addressed to protect the respondents and ensure the integrity of the research process. The first consideration was informed consent.

For student respondents, the researcher secured the consent of their parents or guardians. In addition to parental consent, students were also asked to give their assent to participate in the study.

Parents were informed about the purpose of the research, the voluntary nature of participation, and the option to withdraw their child from the study at any time without any adverse consequences.

With regard to confidentiality, the privacy of all participants was strictly maintained to protect their identities and any personal information gathered during the survey. Data were securely stored and accessible only to the research team.

All identifiable information was anonymized, ensuring that responses could not be traced back to individual student participants. The responses collected were used solely for this study and were not shared with anyone outside of the research process.

The research also upheld the principle of non-maleficence, ensuring that the process did not harm or distress the participants. Survey questions were carefully worded to avoid causing discomfort, and a Cebuano translation was provided to facilitate clearer understanding by using the participants’ native dialect.

If any respondent experienced difficulty or emotional discomfort during the survey, the researcher offered appropriate support and permitted them to discontinue participation if necessary.

Finally, the researcher conducted the study with integrity and transparency, ensuring honest and accurate reporting of findings. Any potential conflicts of interest were disclosed, and the entire research process was carried out with respect for the rights and dignity of the participants.

By adhering to these ethical guidelines, the study ensured both the protection of its respondents and the production of credible and meaningful research outcomes.

RESULTS

This part systematically presents, analyzes, and interprets the collected data to address the research questions posed in this study. Through comprehensive statistical analysis and detailed examination of findings, this section transforms raw data into meaningful insights that support evidence-based conclusions.

Demographic Profile of the Student-Respondents with Special Needs

Understanding the demographic characteristics of special education students is fundamental to evaluating transition education effectiveness, as these variables significantly influence educational outcomes and post-secondary success.

This study examines the demographic profile of SpEd student-respondents across five key variables: age, which affects developmental readiness and transition timing; gender, which may impact career aspirations and social expectations; socioeconomic status, influencing available resources and family support systems; number of siblings, affecting family dynamics and support networks; and category of disability, determining specific educational needs and transition requirements for individualized programming.

Age of the Students

Age serves as a critical demographic variable in special education transition research as it determines developmental readiness, legal eligibility for services, and timing of transition planning. Students’ chronological age influences their cognitive maturity, emotional development, and capacity for independent decision-making regarding post-secondary goals.

Understanding age distribution among respondents enables researchers to assess developmental appropriateness of transition interventions and outcomes.

The age distribution reveals a concentration of participants within the federally mandated transition service age range, with the majority falling in the mid-to-late adolescent period.

The sample demonstrates a right-skewed distribution, indicating most respondents are approaching or have reached the critical transition phase from secondary education to post-secondary outcomes.

Table 2 Age of the Students

The age distribution reveals a concentration of participants within the federally mandated transition service age range, with the majority falling in the mid-to-late adolescent period. The sample demonstrates a right-skewed distribution, indicating most respondents are approaching or have reached the critical transition phase from secondary education to post-secondary outcomes.

This distribution pattern suggests the research captured students at various stages of their transition journey, from early preparation phases to advanced implementation stages. The representation across age groups provides a comprehensive view of transition experiences at different developmental milestones.

Such predominant representation of students in the upper adolescent range indicates the sample effectively captures individuals at the most critical juncture for transition planning and implementation. This age concentration aligns with federal requirements for intensive transition services and reflects the period when students typically develop greater autonomy in decision-making regarding their futures.

The minimal representation of older participants suggests either successful transition completion or potential gaps in extended support services. This distribution supports the validity of findings related to age-appropriate transition interventions and developmental readiness for post-secondary independence.

A scientific study directly addresses age-related transition challenges, noting that students with general learning/intellectual disabilities had difficulties with risk of poor transition being three times higher than students with no special education needs (McCoy et al., 2020).

Another empirical investigation emphasizes that transition planning with individualized education plans aligned with student’s developmental stage positively impacts academic engagement and performance in post-secondary education (Chhogyel & Tshering, 2023).

Likewise, a parallel scrutiny describes components of successful employment transitions that are age-dependent, including “work experience in high school, planning and implementing an IEP, and being able to succeed due to the skill and confidence the student can demonstrate (Test et al., 2023).

Gender of the Students

Gender significantly impacts transition education effectiveness as societal expectations, career opportunities, and support systems often differ between males and females with disabilities. Research indicates gender disparities in post-secondary employment rates, independent living outcomes, and educational attainment among individuals with disabilities. Gender influences self-advocacy skills development, social relationships, and family expectations regarding future independence. Examining gender distribution allows researchers to identify potential inequities in transition services and outcomes, ensuring culturally responsive and gender-sensitive programming approaches.

Table 3 Gender of the Students

Specifically, for this table, the results demonstrate a relatively balanced representation between male and female participants, with a slight female majority. This near-equal distribution provides an optimal foundation for examining gender-based differences in transition experiences and outcomes. The balanced sample composition minimizes potential gender bias in research findings and ensures adequate statistical power for comparative analyses between groups. This distribution pattern reflects typical enrollment patterns in special education programs and supports the generalizability of findings across gender lines within the target population.

The balanced gender representation enables meaningful exploration of how societal expectations and support systems differentially impact transition outcomes for males and females with disabilities. This distribution allows researchers to investigate potential disparities in employment preparation, independent living skills development, and self-advocacy training between genders. The slight female predominance may reflect historical trends in special education identification and service utilization patterns. This gender balance strengthens the study’s capacity to identify gender-sensitive intervention strategies and address potential inequities in transition service delivery.

Earlier research specifically addresses gender demographics in special education, noting that students with emotional disturbance are “predominantly male and either White or Black/African American (Chow et al., 2022). Additionally, it was found out that age and gender had no discernible interaction on the benevolence of rural Filipino college students,” providing insight into gender-neutral outcomes in certain contexts (Villarino et al., 2023). Moreover, another study examined how family characteristics “influenced the social acceptance of people with disabilities,” which relates to how gender intersects with societal expectations and support systems (Kazanowski & Żyta, 2021).

Socioeconomic Status (SES)

Socioeconomic status profoundly affects transition outcomes by determining access to resources, family support capacity, and post-secondary opportunities. Families with higher socioeconomic status typically provide enhanced educational support, technology access, and community connections that facilitate successful transitions. Economic constraints may limit participation in extracurricular activities, vocational training, or higher education pursuits. Understanding respondents’ socioeconomic backgrounds enables researchers to contextualize transition outcomes and identify systemic barriers requiring targeted interventions and support mechanisms.

Table 4 Socioeconomic Status

 As can be gleaned, socioeconomic distribution shows a highly concentrated sample within lower economic strata, creating a homogeneous demographic profile that may limit variability in transition experiences. This skewed pattern toward economic disadvantage reflects common characteristics in special education populations, where disability intersects with socioeconomic challenges.

The absence of high-SES participants and minimal middle-class representation suggests the sample primarily captures students facing multiple barriers to successful transitions. This concentration provides focused insight into transition challenges within economically constrained environments but limits comparative analysis across socioeconomic levels.

Apparently, the overwhelming representation of low-SES students indicates the research addresses transition experiences within contexts of significant resource limitations and systemic barriers. This pattern suggests participants likely face compounded challenges including limited family support capacity, reduced access to technology and community resources, and constrained post-secondary opportunities. Findings will reflect transition outcomes under conditions of economic adversity, highlighting the critical need for enhanced support mechanisms and targeted interventions. This demographic profile underscores the importance of addressing socioeconomic inequities in transition programming and developing strategies specifically tailored to resource-limited environments.

A recent scientific investigation has directly found that “socioeconomic status showed a positive relationship with well-being and academic performance,” establishing the clear connection between SES and transition outcomes (Durog, 2024). On the other hand, it was empirically scrutinized and noted that family issues and characteristics of families of origin in low-income communities, such as teenage pregnancies or live-in relationships, which similarly shaped students’ encounters (Tus, 2020). In fact, another study as regards this matter has identified socio-economic status as one of the “most notable factors” contributing to negative transitions for SNED learners (McCoy et al., 2020).

Number of Siblings

Sibling composition influences family dynamics, resource allocation, and support systems available to students with disabilities during transition periods. Families with multiple children may face divided attention and financial constraints affecting individualized support provision. Conversely, siblings often serve as natural supports, advocates, and role models throughout the transition process. The presence of other siblings with disabilities creates unique family circumstances requiring specialized considerations. Analyzing sibling numbers helps researchers understand family context impacts on transition planning and success.

Table 5 Number of Siblings

For this table, sibling composition reveals families with substantial numbers of children, indicating complex household dynamics that may significantly impact resource distribution and individualized attention. The pattern shows concentration in larger family structures, suggesting participants come from environments where parental resources, time, and financial support must be allocated across multiple children.

This family size distribution creates unique contexts for transition planning, where competing demands may influence the level of specialized support available to students with disabilities. The prevalence of large families indicates potential challenges in providing intensive, individualized transition services within these household structures.

Understandably, Large family configurations suggest participants experience transition processes within contexts of divided parental attention and potentially strained household resources. This sibling structure may create both challenges and opportunities, as numerous siblings could provide natural support networks while simultaneously competing for family resources and attention. Families with many children may face difficulties dedicating sufficient time to individualized transition planning and support activities. These findings highlight the need for transition programs to consider family capacity and develop strategies that accommodate large family dynamics while ensuring adequate support for students with disabilities navigating post-secondary transitions.

Notwithstanding, a research emphasized that “family involvement is essential” for student performance in transition education programs, directly relating to how family composition affects support availability (Mokhtar et al., 2023). Equally, another study pointed out that family, teachers, and service support personnel may not all appreciate each other’s perspectives and strategies to facilitate this transition,” highlighting complex family dynamics (Then & Pohlmann-Rother, 2022). Also, a more recent study finds out that success “stems from the strength of collaboration among the teachers, parents, and other professionals,” indicating how larger families may impact collaborative capacity (Hermanto & Pamungkas, 2023).

Category of Disability

Disability category fundamentally shapes transition needs, service requirements, and expected outcomes for special education students. Different disabilities present unique challenges in employment preparation, independent living skills development, and post-secondary education access.

Cognitive disabilities may require intensive life skills training, while physical disabilities might necessitate assistive technology and environmental modifications.

Understanding disability distribution among respondents enables researchers to evaluate program effectiveness across diverse needs and develop targeted, disability-specific transition interventions and support strategies.

Disability composition reveals a concentrated representation within intellectual disability categories, creating a sample heavily weighted toward cognitive-based impairments rather than sensory or physical limitations.

Table 6 Category of Disability

This distribution pattern reflects common enrollment trends in special education transition programs, where intellectual disabilities typically constitute the largest served population. The minimal representation of physical impairments and balanced but limited presence of sensory disabilities suggests the research primarily captures transition experiences for students requiring cognitive and adaptive skill interventions. This composition enables focused examination of intellectually-based transition challenges while limiting generalizability across diverse disability types.

Predominant intellectual disability representation indicates findings will primarily reflect transition experiences requiring intensive life skills training, vocational preparation, and adaptive behavior development rather than assistive technology or environmental modifications. This concentration suggests participants face similar core challenges in independent living preparation, employment readiness, and post-secondary education access, enabling targeted analysis of cognitive-focused intervention effectiveness.

The limited diversity across disability categories may restrict understanding of how different impairment types influence transition outcomes and service needs. These findings emphasize the importance of developing specialized transition programming specifically designed for intellectual disability populations while acknowledging the need for separate research addressing sensory and physical disability transitions.

Specifically, a study expounded that students with a general learning and/or intellectual disability had even more difficulties, with a risk of poor transition that is three times higher than students with no special education needs (McCoy et al., 2020). Nevertheless, a similar research stressed the need for transition programs to address “multiple dimensions of student development” based on disability type, covering “academic skills, daily living skills, community functioning, and employment readiness (Capinpin & Rabara, 2023).

However, in one scientific study, it was disclosed that teachers argued that the current curriculum is neither structured nor responsive to their students’ diverse needs,” particularly regarding students with significant intellectual disabilities, highlighting disability-specific programming needs (Rendoth et al., 2024).

Level Of Effectiveness of Transition Education for Students with Special Needs

This section examines the multifaceted effectiveness of transition education programs for students with special needs across five critical dimensions. The analysis evaluates curriculum design and content appropriateness, teaching and learning strategy implementation, availability and quality of support services, teacher competence levels, and the strength of school-community partnerships. Each component is assessed to determine its contribution to successful educational transitions and overall program effectiveness.

Curriculum Design and Content

The foundation of effective transition education lies in thoughtfully structured curriculum frameworks that address individual student needs. This subsection examines how curriculum design aligns with transition goals, content relevance to post-secondary outcomes, and the integration of life skills development within academic programming for special needs learners.

Table 7 Curriculum Design and Content

Legend: 4.20 – 5.00 Very Effective (VE); 3.40 – 4.19 Effective (EF); 2.60 – 3.39 Moderately Effective (ME); 1.80 – 2.59 Less Effective (LE); 1.00 – 1.79 Not Effective (NE)

This table reveals a consistently strong perception regarding the efficacy of design and content in facilitating transition education for special needs learners. Across nearly all indicators, the program’s offerings are viewed as highly capable of fostering essential competencies. This agreement highlights a consensus that the curriculum adequately prepares students for future challenges, encompassing both practical life abilities and the integration of academic and vocational knowledge. The notable consistency in responses further reinforces the perception of a well-structured and comprehensive educational framework in this specific area.

Building on this understanding of the curriculum’s perceived strength, the findings suggest that the existing educational provisions are highly effective in preparing special needs students for post-secondary life. The near-unanimous agreement on the value of the curriculum points to its strong alignment with the multifaceted demands of independent living, employment, and social engagement. This indicates a successful implementation of strategies that not only address individual learning needs but also proactively equip students with the necessary skills to navigate various environments beyond the academic setting. The consistent high ratings stress a positive appraisal of the program’s overall impact on student readiness for the next phase of their lives.

Consequently, these outcomes carry significant implications for the continued development and implementation of transition programs. The strong consensus regarding the curriculum’s effectiveness provides a compelling argument for maintaining current best practices and potentially scaling successful elements to other educational contexts. Furthermore, this data supports advocating for sustained investment in resources that uphold and enhance these high standards, ensuring that special needs students continue to receive comprehensive and impactful preparation for their futures. The consistently favorable evaluations suggest a model of curriculum design and content delivery that warrants continued emulation and strategic reinforcement.

To support the foregoing data analysis, previous study emphasized the critical importance of developing comprehensive curriculum frameworks that accommodate diverse learner needs while incorporating essential life skills training for special education students (Pawilen et al., 2018). Likewise, it was pointed out that multi-dimensional transition programming integrates four fundamental areas: academic competencies, daily living capabilities, community participation skills, and vocational preparation to ensure holistic student development (Capinpin and Rabara, 2023). Moreover, earlier study demonstrated how personalized curriculum design enhances educator effectiveness in fostering student independence through targeted transition planning and individualized instructional approaches (Balanchivadze & Nikoladze, 2022).

Teaching and Learning Strategies

Pedagogical approaches significantly influence transition education outcomes for students with disabilities. This analysis explores the implementation of differentiated instruction methods, adaptive teaching techniques, individualized learning pathways, and evidence-based practices that enhance student engagement and skill acquisition in transition-focused educational settings. As can be observed, this table divulges a consistently high level of effectiveness in pedagogical approaches for transition education. Educators employ a broad spectrum of instructional methods, thoughtfully adapting their delivery to accommodate varied student needs and learning preferences.

Table 8 Teaching and Learning Strategies

Legend: 4.20 – 5.00 Very Effective (VE); 3.40 – 4.19 Effective (EF); 2.60 – 3.39 Moderately Effective (ME); 1.80 – 2.59 Less Effective (LE); 1.00 – 1.79 Not Effective (NE)

The strong positive perceptions across all indicators exhibit a commitment to promoting active engagement and fostering skill acquisition through practical, individualized, and technologically supported learning experiences. This consistent feedback highlights a well-executed set of instructional practices that are highly regarded for their ability to support diverse learners.

Somehow, these findings propose that the current teaching and learning strategies are exceptionally successful in guiding students with disabilities through their transition journey. The consistent application of differentiated instruction, combined with a focus on active student participation and feedback, appears to significantly contribute to positive learning outcomes.

This indicates that the pedagogical environment is highly conducive to skill development and the attainment of transition goals. The overall very effective rating across numerous aspects demonstrates that educators are successfully implementing approaches that resonate with the unique requirements of special needs learners, fostering their growth and readiness for future endeavors.

Additionally, the highly favorable evaluation of teaching and learning strategies has considerable implications for ongoing program development and resource allocation. The evident success of current approaches provides a strong basis for disseminating these practices as models of excellence within and beyond the current educational setting.

It also suggests that continued professional development should reinforce these effective methods, ensuring that educators maintain their proficiency in delivering highly individualized and engaging instruction. The consistently positive data supports strategic investments that further empower teachers to sustain and enhance these valuable pedagogical practices, ultimately benefiting a greater number of students in transition programs.

Scientific findings identified several evidence-based instructional approaches including differentiated teaching methods, collaborative instruction models, visual learning supports, and adaptive communication tools as effective strategies for facilitating student transitions (Takriyanti et al., 2022).

Additionally, a study highlighted how educator preparedness and student self-determination significantly influence educational outcomes, particularly when learners understand the practical relevance of their educational experiences for future success (Shaffeei et al., 2020).

Nevertheless, some researchers pointed out how inclusive educational environments can create comprehensive learning opportunities through strategic accessibility approaches that address both physical and cognitive learning barriers (Hermanto and Pamungkas, 2023).

Support Services

Comprehensive support systems serve as crucial enablers of successful educational transitions. This section investigates the availability, accessibility, and effectiveness of counseling services, therapeutic interventions, assistive technologies, and coordinated support networks that facilitate student progress toward independence and post-school success. Hence, the inclusion of such variable in the current investigation is vital as presented in this table.

The presence of numerous beneficial services, from career counseling to the availability of assistive technology, is strongly affirmed. This general agreement across various indicators emphasizes a comprehensive framework where students receive substantial aid for their social, emotional, and practical needs. The data suggest that collaborative efforts among support personnel and the involvement of families contribute to a system designed to empower learners on their path towards greater independence.

Additionally, these findings lead to the conclusion that the existing support services are highly successful in facilitating the progress of students towards post-school success. The consistent provision of job coaching, access to health services, and guidance from transition coordinators collectively ensure a well-rounded approach to student welfare.

This indicates that the support infrastructure effectively addresses critical areas necessary for seamless transitions, enabling students to develop vital independent living skills and connect with relevant community resources. The sustained positive evaluations confirm that these services are making a substantial positive impact on student readiness.

Table 9 Support Services

Legend: 4.20 – 5.00 Very Effective (VE); 3.40 – 4.19 Effective (EF); 2.60 – 3.39 Moderately Effective (ME); 1.80 – 2.59 Less Effective (LE); 1.00 – 1.79 Not Effective (NE)

Accordingly, the positive statistical outcomes for support services hold considerable implications for the continued enhancement and strategic deployment of these crucial systems. The demonstrated efficacy provides a justification for maintaining current best practices and exploring opportunities to expand similar provisions to a broader student population. Furthermore, these data support advocating for sustained financial and personnel investments that uphold and strengthen these high standards. The consistently favorable evaluations highlight a model of support that warrants ongoing commitment and strategic replication.

The necessity of implementing research-validated transition practices that comprehensively address various skill domains to maximize support effectiveness for students with special needs was given emphasis (Rowe et al., 2020). Another research revealed how specialized career support services, particularly through professional job coaching, play a crucial role in developing students’ workplace social competencies and expanding their employment exploration opportunities (Yusop et al., 2023).

Nonetheless, the study findings indicated significant variations in perceived support adequacy across stakeholder groups, with specialized educational settings typically providing more extensive transition assistance compared to mainstream environments (Bruck et al., 2022).

Teacher Competence

Educator expertise directly impacts the quality of transition education delivery. This subsection assesses professional qualifications, specialized training backgrounds, ongoing professional development participation, and demonstrated competencies in working with special needs populations to ensure optimal educational outcomes and student preparation.

As this research variable, the relevant indicators of this table shade lights of such essentiality. Examining the data concerning teacher competence discloses a consistently high level of proficiency among educators in delivering transition education.

Table 10 Teacher Competence

Legend: 4.20 – 5.00 Very Effective (VE); 3.40 – 4.19 Effective (EF); 2.60 – 3.39 Moderately Effective (ME); 1.80 – 2.59 Less Effective (LE); 1.00 – 1.79 Not Effective (NE)

Professionals demonstrate substantial knowledge of disability-specific strategies and effectively manage classroom environments. This widespread affirmation across various indicators highlights a commitment to ongoing professional development and staying current with best practices in special education. The findings collectively point to a highly skilled teaching staff capable of developing individual plans and providing crucial emotional backing to students, ensuring optimal learning experiences and preparation for future endeavors.

Yet, these findings lead to the conclusion that the educators are exceptionally skilled in fostering student progress towards independence and positive post-school outcomes. Their ability to collaborate effectively with families and community agencies, coupled with their advocacy for student needs, creates a support network. This indicates that teachers are not only adept at assessing individual student advancement but also play a critical role in encouraging self-determination. The consistently high ratings across numerous aspects confirm that teacher expertise is a pivotal factor in the successful delivery of comprehensive transition education.

As can be gleaned, the positive statistical outcomes for teacher competence carry significant implications for the continued investment in professional growth and development opportunities. The demonstrated high level of expertise provides a strong basis for recognizing and celebrating the current teaching force, while also guiding future training initiatives to maintain these elevated standards.

These data further support advocating for resources that enable teachers to continue their vital work in developing individualized plans and championing student needs within the broader educational system. The consistently favorable evaluations suggest a highly capable and dedicated teaching body that is crucial for student success.

Relevant research discovered that educators possess moderate proficiency in delivering transition-focused training, yet identified substantial opportunities for enhanced professional development to improve service delivery effectiveness (De Arao & Fontanilla, 2024).

Somehow, other study documented how higher education institutions are increasingly developing specialized preparation programs designed to strengthen graduates’ capabilities in implementing comprehensive transition services (Williams-Diehm et al., 2020).

Yet, another empirical investigation has found that special education professionals demonstrate limited expertise regarding transition programming, suggesting urgent needs for improved training initiatives and enhanced educational preparation systems (Lamri & Tahar, 2020).

School-Community Partnerships

Collaborative relationships between educational institutions and community stakeholders enhance transition programming effectiveness.

This analysis evaluates partnership structures, stakeholder engagement levels, resource sharing mechanisms, and coordinated efforts that bridge school experiences with real-world opportunities for students with special needs. Like the other research sub-variables which were given value for this current undertaking, the inclusion, too, of this variable is a must.

For this table, the statistical results point out varying levels of effectiveness in fostering collaborative relationships for transition programming. While student internships with local businesses are perceived as highly impactful, engagement with other community stakeholders, such as agencies involved in planning and vocational centers, shows consistent effectiveness.

Table 11 School-Community Partnerships

Legend: 4.20 – 5.00 Very Effective (VE); 3.40 – 4.19 Effective (EF); 2.60 – 3.39 Moderately Effective (ME); 1.80 – 2.59 Less Effective (LE); 1.00 – 1.79 Not Effective (NE)

The data indicate efforts to involve community members in school activities and promote student participation in external events. However, the feedback from community partners as a mechanism for program improvement appears to be an area where there is still room for strengthening, suggesting varied robustness across partnership aspects.

Such findings lead to the supposition that while the school has established a foundational level of community engagement, there are opportunities to deepen and broaden these connections for even greater impact on student transition. The consistent, albeit not universally very strong, performance in areas like parent support through community resources and connections with adult service providers, suggests an active but perhaps not fully optimized network.

This indicates that while students are exposed to real-world opportunities, the comprehensive integration and reciprocal feedback loops with all community partners could be further developed to enhance overall program effectiveness and reach.

Nonetheless, the results concerning school-community partnerships carry significant implications for strategic development aimed at maximizing external collaborations. The current level of effectiveness provides a solid base upon which to build, with a clear direction for enhancing specific areas, particularly in leveraging feedback for continuous program refinement. These data advocate for targeted initiatives to strengthen partnerships with all community entities, ensuring a more seamless transition for students by fully leveraging external resources and expertise. Sustained effort in fostering these collaborative relationships will likely lead to even more comprehensive and effective support for students with special needs.

An earlier study emphasized how collaborative engagement between educational institutions, families, and business communities extends beyond traditional vocational training to provide students with authentic, contemporary workplace learning experiences and enhanced support networks (Allemang et al., 2023).

Another scientific research demonstrated how structured community dialogue initiatives successfully foster school-community collaborations by creating platforms for diverse stakeholders to share current practices and develop innovative partnership opportunities (Schutz et al., 2021).

Yet, a separate empirical scrutiny documented how collaborative initiatives generate practical recommendations for strengthening partnerships among educational institutions, employment sectors, and community organizations to enhance student transition outcomes (Carter et al., 2020).

Impact Of Transition Education on The Students with Special Needs

On the other hand, this section investigates the comprehensive impact of transition education programs on students with special needs across three fundamental life domains. The analysis examines how transition interventions influence academic learning outcomes, independent living capabilities, and employment readiness.

By evaluating these interconnected areas, this assessment provides insight into the holistic effectiveness of transition education in preparing students for successful post-secondary experiences and meaningful community participation.

Learning Outcomes

Academic achievement and skill acquisition represent fundamental measures of transition education success. This subsection evaluates how specialized programming influences student mastery of essential competencies, knowledge retention, academic progress indicators, and the development of critical thinking abilities necessary for continued educational pursuits and lifelong learning.

On the other hand, the empirical results here disclose a consistently strong positive influence of the program on student academic and personal development. Learners report substantial gains in areas such as problem-solving, communication skills, and self-advocacy.

This pervasive agreement across various indicators highlights that the specialized programming significantly enhances essential competencies and knowledge retention. The findings collectively suggest that the educational interventions are highly successful in boosting student motivation and confidence, preparing them for continued learning and future challenges.

Table 12 Learning Outcomes

Legend: 4.20 – 5.00 Very High Impact (VHI); 3.40 – 4.19 High Impact (HI); 2.60 – 3.39 Moderate Impact (MI); 1.80 – 2.59 Low Impact (LI); 1.00 – 1.79 Very Low Impact (VLI)

Verily, these findings lead to the conclusion that the transition education program is exceptionally effective in equipping students with the necessary skills for ongoing educational pursuits and lifelong learning. The reported improvements in critical thinking and readiness for independent learning emphasize the program’s success in fostering vital intellectual and practical abilities.

This indicates that students are not merely acquiring knowledge but are actively developing the foundational capacities needed to thrive in diverse academic and personal contexts. The consistently high levels of perceived impact confirm the program’s success in promoting holistic student growth.

Such results carry significant implications for the continued design and expansion of transition education initiatives. The demonstrated high impact provides a strong rationale for maintaining current successful pedagogical approaches and exploring opportunities to integrate these effective strategies into other educational settings.

These data further advocate for sustained investment in resources that support such impactful programming, ensuring that special needs learners continue to benefit from comprehensive skill development. The consistently favorable evaluations suggest a model of educational intervention that warrants continued support and widespread adoption.

A research emphasized how promoting student autonomy, developing self-advocacy skills, and building problem-solving capabilities are fundamental elements that facilitate successful educational transitions and improve long-term academic outcomes (Ali, 2023).

A scientific investigation revealed that specialized educational interventions significantly enhanced student academic achievement in core subject areas, particularly in mathematics and language arts proficiency levels (Hwang, 2024). Previous research has found that individualized educational planning aligned with student strengths and aspirations creates positive impacts on academic motivation and post-secondary educational performance (Chhogyel & Tshering, 2023).

Living Outcomes

Independent functioning capabilities determine post-school quality of life for students with special needs. This analysis examines transition education’s influence on daily living skills, self-advocacy development, community integration abilities, and personal independence levels that enable autonomous participation in residential and social environments.

Table 13 Living Outcomes

Legend: 4.20 – 5.00 Very High Impact (VHI); 3.40 – 4.19 High Impact (HI); 2.60 – 3.39 Moderate Impact (MI); 1.80 – 2.59 Low Impact (LI); 1.00 – 1.79 Very Low Impact (VLI)

Scrutinizing the dataset on living outcomes, it shows a consistently strong positive influence of the program on students’ independent functioning capabilities. Learners report significant improvements in daily living skills, encompassing areas like personal care and financial management. This pervasive agreement across various indicators highlights that the specialized programming substantially enhances personal independence and social interaction abilities. The findings collectively suggest that the educational interventions are highly successful in boosting decision-making skills and confidence in handling routine activities, preparing students for autonomous participation in residential and social environments.

Nevertheless, such findings lead to the supposition that the transition education program is exceptionally effective in equipping students with the necessary skills for a high quality of life post-school. The reported enhancements in time management, responsibility for health and safety, and integration within the community showcase the program’s success in fostering vital practical and personal capacities.

This indicates that students are not merely acquiring theoretical knowledge but are actively developing the essential competencies needed to thrive independently and maintain healthy personal relationships. The consistently high levels of perceived impact confirm the program’s success in promoting holistic student readiness for adulthood.

Hence, these empirical results concerning living outcomes carry significant implications for the continued design and expansion of transition education initiatives. The demonstrated very high impact provides a strong rationale for maintaining current successful pedagogical approaches and exploring opportunities to integrate these effective strategies into other educational settings.

These data further advocate for sustained investment in resources that support such impactful programming, ensuring that special needs learners continue to benefit from comprehensive skill development crucial for autonomous living. The consistently favorable evaluations suggest a model of educational intervention that warrants continued support and widespread adoption.

Supporting the foregoing analyses, a recent study introduced a comprehensive intervention model that utilizes research-based strategies to enhance autonomy and community engagement for individuals requiring intensive support services (Mokhtar et al., 2024). Somehow, another study established that students receiving targeted daily living skills instruction through transition services demonstrate significantly higher levels of independence and increased community involvement compared to those without such support (Goodman et al., 2019).

Moreover, previous research findings showed how focused transition interventions, including practical work experiences and independence training, effectively strengthen academic competencies while preparing students for real-world application (Molfenter et al., 2021).

Working Outcomes

Employment readiness and vocational success constitute primary transition education objectives. This section investigates program impacts on job-seeking skills, workplace behavior development, career exploration experiences, and employment acquisition rates that facilitate meaningful workforce participation and economic self-sufficiency for graduates.

A review of the data on working outcomes exposes a consistently strong positive influence of the program on students’ employment readiness and vocational success.

Table 14 Working Outcomes

Legend: 4.20 – 5.00 Very High Impact (VHI); 3.40 – 4.19 High Impact (HI); 2.60 – 3.39 Moderate Impact (MI); 1.80 – 2.59 Low Impact (LI); 1.00 – 1.79 Very Low Impact (VLI)

Learners report significant gains in job-related skills and an increased understanding of workplace expectations. This pervasive agreement across various indicators highlights that the specialized programming substantially enhances abilities such as adhering to workplace rules and collaborating effectively with others.

The findings collectively indicate that the educational interventions are highly successful in boosting confidence in job applications and facilitating access to employment opportunities, preparing students for meaningful workforce participation.

These results propose that the transition education program is exceptionally effective in equipping students with the necessary competencies for a successful entry into the workforce. The reported improvements in punctuality, attendance, and communication with employers underscore the program’s success in fostering vital professional behaviors.

This indicates that students are not merely acquiring technical skills but are actively developing the essential dispositions needed to thrive in diverse employment contexts. The consistently high levels of perceived impact confirm the program’s success in promoting holistic student preparedness for economic self-sufficiency.

Additionally, such results carry significant implications for the continued development and expansion of transition education initiatives focused on career preparation. The demonstrated very high impact provides a strong rationale for maintaining current successful vocational training approaches and exploring opportunities to strengthen partnerships with employers.

These data further advocate for sustained investment in resources that support such impactful programming, ensuring that special needs learners continue to benefit from comprehensive skill development crucial for gaining and retaining employment. The consistently favorable evaluations suggest a model of educational intervention that warrants continued support and widespread adoption.

An earlier study identified key elements contributing to successful employment transitions, including pre-graduation work exposure, comprehensive individualized planning, and the development of student confidence and demonstrated competencies (Test et al., 2023).

Nonetheless, another research revealed how career-focused transition programming creates meaningful connections between academic learning and practical workplace experiences, resulting in improved employment success rates for participating students (Schutz & Carter, 2022).

Corollary to this, another study advocated for educational institutions to adopt innovative, research-supported transition approaches that emphasize individual student capabilities while leveraging professional support networks to enhance career preparation effectiveness (Plotner et al., 2023).

Test Of Significance on the Relationship Between the Students’ Profile and The Impact of Transition Education in Their Learning, Living, And Working Outcomes

Essentially, this section examines the statistical significance of relationships between student demographic characteristics and transition outcomes. Through comprehensive analysis, this investigation determines whether variables such as age, gender, socioeconomic status, family composition, and disability category significantly influence learning, living, and working achievements, providing crucial insights for targeted intervention strategies and individualized program planning.

In addition, conducting a test of significance on the correlation is vital to ensure that the observed relationships between students’ profiles and their transition outcomes are not due to mere chance. This statistical procedure validates whether the strength and direction of the correlations are meaningful enough to inform evidence-based decisions.

Somehow, it supports the refinement of support systems that are tailored to the specific needs of diverse learners, thereby enhancing their readiness and success in real-life learning, independent living, and employment settings.

Table 15 Correlating Students’ Profile and Impact of Transition Education in their Learning, Living and Working Outcomes

*Significant at p<0.05 (two-tailed)

Looking into the correlation coefficients between student demographic characteristics and the impact of transition education on learning, living, and working outcomes, the scientific results show consistently weak or negligible associations across most variables. For instance, student age, gender, and socioeconomic status show only very weak positive or negative connections with all three outcome areas.

Similarly, the number of siblings also demonstrates minimal linkage to these outcomes. This consistent pattern indicates that, based on the statistical measures, these demographic factors do not strongly co-vary with the perceived effectiveness of transition education across its various domains.

Further scrutinizing the relationships, even disability type, while showing a moderate positive association with learning and working outcomes, still maintains an overall weak connection with living outcomes. Critically, the p-values associated with all computed correlations are substantially above conventional significance thresholds.

This uniform absence of statistical significance across every pairing of student profile variables and transition outcomes suggests that any observed correlations are likely due to random chance rather than a genuine underlying relationship within the population studied.

Moreover, these findings point out that, for the surveyed group, individual demographic attributes such as age, gender, socioeconomic background, family size, and even disability category do not reliably predict the perceived effectiveness of transition education on students’ learning, living, or working achievements.

The lack of statistically significant correlations implies that the impact of the transition program, as reported by students, is broadly experienced across different demographic groups.

This could indicate that the program’s design and delivery are sufficiently robust or generalized to benefit a wide range of participants, irrespective of these personal characteristics.

Moreover, the interpretation points to the idea that factors other than these fundamental student demographics may be more influential in determining the success of transition education interventions.

While disability category shows a slightly stronger relationship with learning and working outcomes compared to other demographic factors, its p-value still does not support a statistically meaningful connection.

This suggests that the program’s effectiveness might be driven more by the quality of pedagogical approaches, the nature of support services, or external opportunities rather than the inherent characteristics of the students themselves.

The lack of statistically significant correlations between student demographics and transition outcomes carries significant implications for program design and resource allocation.

It suggests that a one-size-fits-all approach to certain aspects of transition education might be broadly effective across varied student populations, reducing the immediate need for highly differentiated strategies based solely on age, gender, or socioeconomic standing.

Program developers can potentially focus efforts on enhancing the core components of the transition curriculum and support services, as these appear to be impactful regardless of the student’s background.

Furthermore, these results imply that future research and program development should shift focus toward identifying other, more potent factors that truly drive positive transition outcomes.

Given that the measured demographic variables do not account for variations in impact, exploring aspects like specific learning styles, prior educational experiences, individual motivation, or the intensity and duration of specific interventions might yield more actionable insights for optimizing transition programs. This could lead to the identification of more characteristics or program elements that genuinely influence student success.

As to the foregoing data analyses, it found out that demographic factors such as disability type, gender, and socioeconomic background significantly influence transition outcomes, with students having general learning or intellectual disabilities experiencing heightened vulnerability during educational transitions (McCoy et al., 2020).

Likewise, a study examined how age and gender variables interact with student well-being outcomes, while also investigating the relationship between socioeconomic status and academic performance in diverse student populations (Villarino et al., 2023).

Additionally, previous study explored how family characteristics, including parental education levels and employment status, substantially influence social acceptance patterns and educational outcomes for students with disabilities (Kazanowski & Żyta, 2021).

Test Of Significance on the Relationship Between the Effectiveness of Transition Education and Its Impact on the Students’ Learning, Living, And Working Outcomes

Equally important is that this section employs rigorous statistical analysis to determine the significance of relationships between transition education effectiveness and student outcomes.

Through comprehensive testing, this analysis establishes whether observed correlations between program components and learning, living, and working outcomes represent statistically meaningful associations, providing empirical evidence to support evidence-based practice recommendations and program improvement initiatives.

Table 16 Correlating Effectiveness of Transition Education and its Impact on the students’ Learning, Living and Working Outcomes

*Significant at p<0.05 (two-tailed)

The statistical relationships between various components of transition education effectiveness and student outcomes reveal a mixed pattern of associations. Most pairings, such as curriculum design with learning and working outcomes, and teaching strategies with living and working outcomes, demonstrate very weak to negligible correlations.

Specifically, curriculum design and content showed a very weak positive association with learning outcomes, and very weak negative associations with both living and working outcomes. Similarly, teaching and learning strategies exhibit a weak positive correlation with learning outcomes, a very weak positive correlation with living outcomes, and a negligible correlation with working outcomes.

The effectiveness of support services generally displays a very weak or negligible connection to all three student outcome areas. This widespread absence of strong linear relationships suggests that, across many aspects, the program’s perceived effectiveness does not consistently co-vary with improvements in learning, living, or working results.

However, certain relationships stand out, indicating specific areas where components of transition education exhibit a more notable association with student achievements. Teacher competence, for instance, shows a weak positive relationship with living outcomes, and this relationship is statistically significant. School-community partnerships, in particular, demonstrate a strong positive correlation with living outcomes, which is also statistically significant.

This distinct pattern suggests that while many components may not have a directly measurable linear link, specific elements are indeed connected to tangible improvements in students’ independent living capabilities.

Likewise, these findings suggest that, while the overall effectiveness of various transition education components may not universally predict improved learning, living, and working outcomes, specific elements are particularly influential. The statistically significant, weak positive correlation between teacher competence and living outcomes implies that educators’ abilities, knowledge, and instructional skills play a role in fostering students’ capacity for independent living. This indicates that well-prepared and proficient teachers likely contribute to students’ practical life skills development, supporting their ability to manage daily activities and self-care.

Additionally, the statistically significant strong positive correlation between school-community partnerships and living outcomes highlights the critical importance of external collaborations. This strong association indicates that effective engagement with community stakeholders directly contributes to students’ success in independent living, perhaps through access to real-world experiences, community resources, and practical skill application opportunities.

It implies that integrating school efforts with broader community networks is a powerful catalyst for enhancing students’ autonomy and their ability to navigate social and residential environments successfully.

Such insights gained from these correlations carry substantial implications for optimizing transition education programs. Given the significant weak positive role of teacher competence in fostering living outcomes, there is a clear imperative to invest in continuous professional development that enhances educators’ practical skills in promoting student independence.

Emphasizing training focused on daily living skills, self-advocacy, and community integration within teacher preparation and ongoing development could yield considerable benefits for students’ post-school success.

Furthermore, the pronounced and significant strong positive link between school-community partnerships and living outcomes stresses the necessity of strengthening and expanding these collaborative relationships. Programs should prioritize cultivating connections with local businesses, community agencies, and adult service providers to create more opportunities for experiential learning, resource sharing, and seamless transitions into community life.

Leveraging these external networks more strategically can further empower students to achieve greater independence and participate meaningfully in their communities after formal schooling.

A research emphasized how family-school partnership effectiveness directly correlates with student academic and socio-emotional development outcomes, highlighting the importance of measuring program component relationships with student achievements (Mokhtar et al., 2024).

Moreover, a comprehensive scientific review demonstrated the critical importance of establishing evidence-based connections between specific transition practices and measurable student outcomes to optimize support intervention effectiveness (Rowe et al., 2020).

On the other hand, another systematic analysis revealed significant relationships between transition program quality indicators and post-school success measures, emphasizing the need for rigorous evaluation of program effectiveness correlations (Ali, 2023).

CONCLUSIONS

Based on the findings of the study, it shows that transition education is highly effective in empowering students with special needs by significantly impacting their learning, living, and working outcomes. While student demographics don’t predict program success, the quality of teacher competence and school-community partnerships plays a crucial role in enhancing students’ ability to live independently.

RECOMMENDATIONS

The study endorses the output entitled “Enhancement Program – S.T.E.P. Forward: Strengthening Transition Education for Progress.” This program is designed to reinforce key components of transition education, particularly curriculum design, teaching strategies, teacher competence, support services, and school-community partnerships, to better equip students with special needs for learning, independent living, and future employment. In creating a stronger collaborations with community agencies, enhancing teacher professional development, and broadening support services, the program aims to create a more inclusive, responsive, and sustainable educational environment. The S.T.E.P. Forward program provides a structured framework that supports students’ holistic development and ensures long-term success beyond the classroom.

Future program development should also take a closer look at the real challenges encountered during implementation. Strengthening teacher preparedness, building stronger school-community partnerships, and ensuring that sufficient resources are available are essential steps in improving how transition education programs are delivered and sustained. By addressing these areas, programs can become more responsive and effective in meeting students’ needs.

In addition, future research should explore and compare different transition education models across various regions and school contexts to identify approaches that work best and guide meaningful policy improvements. It is equally important to give greater attention to each learner’s unique needs. Systematically incorporating individualized plans, such as Individualized Transition Plans, can make programs more inclusive and effective, ensuring that support is tailored to help every student succeed.

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