Rose Marie Jane Rementina

In Marikina City, Metro Manila, Philippines, where 135 out of 514 Special Education (SPED) students are young adults, only two have secured employment, reflecting broader challenges within the Philippine SPED system. Barangka Elementary School, one of four public schools in Marikina offering SPED programs, faces similar difficulties. A quarter of Transition Program learners have been in school for over five years, highlighting a need for systemic improvements to facilitate the transition from school to work or community. A needs analysis revealed a pressing need to enhance the learning system and provide practical skills for employability, alongside improving community understanding and support for individuals with disabilities.

We addressed the said problem by employing the S.P.E.D approaches: (1) Systematize the transition planning based on the parents’ goals and the needs and interests of learners with disabilities; (2) Provide a platform within the school community where learners with disabilities can hone their skills for increased self-esteem and productivity; (3) Expose the learners with disabilities to possible partners who will support them for training or job opportunity; and (4) Develop the skills of the immediate community such as the faculty, learners, and parents to support the potentials and capacities of learners with disabilities. 

Firstly, in systemizing the transition plan, we sought assistance from different therapists to conduct assessments that would help in clearly identifying each learner’s holistic needs. Secondly, in providing a platform to enhance the vocational and socialization skills of our learners with disabilities, we established a café simulation facility within the school called Cafésidad, which is derived from the Filipino term kapasidad or capacity. Thirdly, to expose our learners with disabilities to employment, they underwent an on-the-job training (OJT) program at two nearby restaurants in which they also applied their acquired skills from the café simulation facility in the school. Lastly, to develop the skills of the immediate community in handling or interacting with learners with disabilities, the People for Persons with Disability Empowerment (PPWDE) Program was implemented among 50 learners, 50 teachers, and 30 parents. The implementation of these approaches yielded significant improvements. Learners' proficiency across Socialization Skills, Daily Living Skills, and Pre-vocational Skills increased from 3.3 (Approaching Proficiency) to 4.1 Simulation To Vocation: Improving The Transition System From School To Work Among Learners With Disabilities In A Public School In Metro Manila (Proficient). Seven students successfully transitioned to employment readiness through Cafésidad and OJT experiences. Workshops resulted in average improvements of 33% among learners and 36.9% among parents and teachers.

To sustain these successes and address future challenges, it is recommended to develop individualized transition plans for each learner that can provide holistic support for their education and employment needs; establish simulation facilities supplemented by real-world job experiences through partnerships with local businesses; and promote community inclusion among faculty, parents, and students through collaborative training to foster a culture of inclusion and support for individuals with disabilities. By implementing these recommendations, we can cultivate empathy and sensitivity within school communities, fostering greater opportunities for individuals with disabilities to thrive in both education and employment. This localized approach has the potential to inspire nationwide change, creating a more inclusive society for all.