Educational Placement in School Performance, Behavior, and Cognitive Level of Learners with Autism Spectrum Disorder (ASD) in San Pablo City

Education plays a critical role in supporting the academic, behavioral, and cognitive development of children with Autism Spectrum Disorder (ASD). According to Smith et al. (2021) [58], specialized educational placements are essential for meeting the unique learning needs of these children. These placements provide structured environments and individualized interventions that promote better academic outcomes. Davis and Lee (2022) [16] further emphasize the importance of implementing Individualized Education Programs (IEPs), which allow for personalized instruction, curriculum modifications, and necessary accommodations tailored to each learner's strengths and challenges. In this context, the present study examined the relationship between educational placement and the school performance, behavior, and cognitive development of learners with ASD in San Pablo City. Using a descriptive-correlational research design, data were collected from a random sample of 50 out of 57 SPED teachers. A validated and reliability-tested survey instrument, adapted from existing studies, was used for data gathering. Findings showed that the majority of the respondents were female, aged 36–45. The results suggest that appropriate educational placement has a significant impact on improving the overall performance and development of children with ASD, reinforcing the importance of individualized and structured educational support.