Effectiveness of Individualized Education Plans (IEPS), Role of Teacher Training and Peer Support for Special Needs Learners (SNED) in District of Cabuyao

This study explored the effectiveness of Individualized Education Plans (IEPs), the role of teacher training, and the level of peer support in supporting Special Needs Education (SNED) students during their transition in the District of Cabuyao. Using a descriptive-correlational research design, the researcher gathered data through validated electronic survey questionnaires and analyzed the responses using Weighted Mean and Pearson product-moment correlation coefficient. The study focused on measuring the impact of IEPs in terms of student engagement, team collaboration, and monitoring processes; assessing teacher training in promoting inclusive practices, individualized transition planning, and life skills education; and determining how peer support fosters a positive transition experience for SNED learners. Findings showed that IEPs were rated as effective, especially in promoting student participation (mean = 4.12), while teacher training played a critical role in implementing inclusive practices and career preparation (mean = 4.28). Peer support was also found to be moderately effective in fostering an inclusive school environment (mean = 3.89). Furthermore, significant correlations were found between IEP effectiveness, teacher training, peer support, and students' overall transition success (r values ranging from 0.57 to 0.64, p < 0.01). The study concludes with recommendations to strengthen collaboration and training for inclusive education.