Systemic, Familial, and Psychosocial Influences on the Transition Process of Learners with Disabilities

Abstract

This study investigated the level of implementation of key components of the transition process and their relationship with systemic barriers, familial ecosystem dynamics, and psychosocial challenges affecting learners with disabilities (LWDs) in selected public secondary schools within the Department of Education, Lapulapu City Division. Employing a descriptive-correlational research design, data were gathered from school personnel and parents/guardians using a structured questionnaire adapted from the Individuals with Disabilities Education Act (IDEA) and the National Center on Secondary Education and Transition (NCSET). Findings revealed that all four key components individualized transition planning, skill development, career exploration, and interagency collaboration were moderately implemented. Significant correlations were found between individualized planning and both familial dynamics and psychosocial challenges, indicating their strong influence on transition success. However, no significant relationship was found between the key components and systemic barriers. The results emphasize the importance of personalized planning, family involvement, and emotional support in facilitating successful transitions for LWDs, while also highlighting the need to address broader systemic limitations through policy and structural reforms.