TRANSITION SERVICES AND POST-SECONDARY OUTCOMES FOR FILIPINO STUDENTS WITH DISABILITIES: FROM SECONDARY EDUCATION TO EMPLOYMENT AND INDEPENDENT LIVING

Cecilia Lisafe O. Gillera, Niña Rozanne T. delos Reyes, Janine Joy Tenerife-Cañete, Marjorie B. Añero, Raymond C. Espina, Reylan G. Capuno

Abstract


This study examined how transition services components predict post-secondary outcomes among Filipino Students with Disabilities in Metropolitan Cebu during SY 2024-2025, specifically investigating Individualized Transition Planning (ITP) effectiveness, employment preparation adequacy, independent living skills (ILS) quality, and inter-agency coordination. A descriptive-correlational approach utilizing the Input-Process-Output model was employed. Data were collected from school personnel and parents/guardians using adapted instruments from Fournier (2014), Morningstar et al. (1994), and Lombardi et al. (2011), analyzed through Frequency Count, Weighted Mean, and Correlation Analysis. All four service domains rated Very Effective or Very Adequate, producing Very Successful outcomes across education, employment, and independent living. However, predictive inference revealed that only ITP and Inter-Agency Coordination significantly predicted overall transition success, establishing them as core drivers. Minor gaps included Adequacy ratings for entrepreneurship training. While the transition services model is vigorous, ITP and Inter-Agency Coordination fundamentally determine success. The Comprehensive Evidence-based Transition Services Plan was developed to institutionalize these predictive strengths and address identified gaps. Recommendations include adopting the plan and conducting further research on employment preparation and ILS as potential mediating or moderating variables.

 

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