Assessment on the Implementation of Transition Program Skills Packages Among Learners with Autism in SOCSARGEN

Abstract Objectives: This study assessed the implementation of transition program skills package for students with autism in public secondary schools in the Province of South Cotabato, Sarangani Province, and General Santos City (SOCSARGEN), Philippines. It looks forward to learning from the experience of its learners and stakeholders in order to improve the K to 12 Transition Curriculum for learners with disabilities in particular for those with autism spectrum disorder (ASD) so that this curriculum is pertinent and effective in preparing them for life post-school. Methodology: Utilizing the principles of the Social-Ecological Systems Theory (SEST) and the Input-Process-Output model, this research employed a sequential explanatory mixed-methods design. The quantitative strand consisted of 32 students from nine SOCSARGEN public schools in the school year 2022-2023, and the qualitative strand accessed the perceptions of eight learners with autism as key informants and 18 stakeholders through focus group interviews in rural and urban areas. Results: Outcomes reveal that the implementation of skills packages was moderately satisfactory, with teacher competence and stakeholder cooperation being its strengths. Teachers exhibited high competencies in the provision of skills training, with cooperation from parents, local industry, and government entities assisting in supporting program implementation. Deficiencies were seen in alignment of curriculum, methodologies for assessing learners, and availability of necessary resources like ICT tools and practical training facilities. Limited availability of assistive technology, out-of-date learning content, and lack of adequate exposure to work environments inhibited the full potential of the program. Stakeholders highlighted the demand for improvement in curriculum, improved financing, and better coordination with training schools to enable easier transition for learners into employment or further learning. Conclusion: The transition program skills packages for students with autism had moderate success, with positives in teacher competence and stakeholder engagement. Gaps still exist in learner profiling, curriculum relevance, ICT equipment, and on-the-job training. It is important to develop TESDA coordination, ICT accessibility, funding, and industry linkage. Future studies must investigate resource accessibility, cultural sensitivity, and curriculum flexibility to enhance learners' employability and independent living. Keywords: Autism spectrum disorder (ASD), transition program, skills packages, learners’ experiences, stakeholder collaboration, educational assessment, mixed-method research