Effective Transition Practices of Special Education Teachers for Learners with Special Educational Needs

Rayvin Domingo Pestaño

doi:10.55927/eajmr.v5i4.78

Authors

Rayvin Domingo Pestaño Central Luzon State University

DOI:

https://doi.org/10.55927/eajmr.v5i4.78

Keywords:

Special educational needs, transition practices, inclusive educaiton, teacher strategies, work immersion

Abstract

This study explored effective transition practices of special education teachers for students with special educational needs (SEN). Using a qualitative phenomenological design, eight teachers from public schools participated through interviews, observation, and document review. Findings revealed that teachers employed learner-centered practices, structured learning environments, behavior-based strategies, and instructional integration while addressing learner complexities, systemic barriers, and limited resources. Community visits and work immersion were critical in developing practical skills and social participation. Collaboration with families and multidisciplinary teams further supported smooth transitions. The study underscores the importance of individualized planning, early intervention, and context-sensitive strategies to promote academic, social, and emotional growth. Implications inform teacher training, curriculum design, and inclusive education policies.

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