Status of Implementation and the Success of the Transition Program For Students With Learning Disabilities: The Case of Sanchez Mira Cagayan

This study examines the factors influencing the success of transition programs for students with learning disabilities at Sanchez Mira Central Elementary School. Specifically, it determined the profile of the respondents in terms of age, sex, plantilla position, number of years of service, highest educational attainment, salary and number of students in the SPED class. Also, factors affecting the implementation of the transition program in terms of Culture, Services and Support, Levers and Quality of Life were resolved. Challenges of the respondents in the implementation of the transition program were also specified. Using a descriptive-correlational research design, the study explores the relationship between teachers’ profiles (age, years of service, educational attainment, salary, and SPED class size) and the factors affecting program outcomes, as well as the challenges encountered during implementation. On the other hand, the study verified if there exists significant difference between the challenges and factors affecting the implementation of the transition Program when respondents are grouped according to the profile. Data were gathered from 20 public school SPED teachers through questionnaires, informal interviews, and observations. Descriptive and correlational statistics, including ANOVA and Pearson Product-Moment Correlation, were used for analysis at a 0.05 significance level.Results reveal that cultural factors such as family needs, community support, and social capital, alongside effective assessment, planning, and personalized support, are critical to the program's success. Additionally, funding, policies, and resources significantly influence outcomes, while matching students' interests with careers enhances post-school success. Key challenges identified include insufficient community and stakeholder support and limited faculty involvement. Notably, the highest educational attainment of teachers was significantly associated with their ability to address program challenges effectively. The study concludes that the success of transition programs depends on the preparedness and qualifications of educators, institutional resources, and alignment with student needs. However, challenges such as limited training and organizational support hinder program effectiveness. Recommendations include implementing mentorship programs, stakeholder forums, teacher collaboration initiatives, and community education campaigns to address these gaps and enhance program outcomes.