Experiences of Filipino Teachers in Facilitating Transition among Students with Disabilities

McDowell P. Agwayaway; Julius A. Simon

doi:10.55927/eajmr.v4i11.470

Authors

McDowell P. Agwayaway University of Baguio
Julius A. Simon University of Baguio

DOI:

https://doi.org/10.55927/eajmr.v4i11.470

Keywords:

Case analysis, Filipino SPED Teacher, lived experiences, transition planning, Collaborative and Holistic Transition Planning

Abstract

This is a phenomenological study that aimed to explore and understand the lived experiences of Filipino Special Education (SPED) Teachers handling Transition planning. The study employed a case study methodology, which seeks to examine the essence of the experiences shared by participants within a common context. It employed a semi-structured interview, utilizing a priori codes to identify themes in the participants' responses through thematic analysis. The final theme is Bridging Gaps through Knowledge and Collaboration, comprising two subthemes: understanding the process and coordination, and collaboration and family involvement. The researcher concluded that the experiences teachers have in their transition planning are based on several stages that teachers must undergo to refine their pedagogies. While it is true that they face challenges, it is never a hindrance to continuing their passion and working with the community to include all learners.

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