Knowledge and Practices of SNED Teachers on Assessing Learners with Disabilities Under the Transition Program at General Trias City

Abstract

This study examined the knowledge and assessment practices of Special Needs Education (SNED) teachers in implementing the K–12 Transition Curriculum Program for learners with disabilities in self-contained classes in the City Division of General Trias. Anchored on Bronfenbrenner’s Ecological Systems Theory and Kohler’s Taxonomy for Transition Programming, the study determined the extent of SNED teachers’ knowledge in assessment, their assessment practices, and their engagement in professional development, as well as the significant relationships of these variables with the implementation of the transition program. A convergent parallel mixed-methods design was employed. Quantitative data were collected through a validated survey questionnaire administered to SNED teachers, while qualitative insights were gathered through interviews to support and validate the survey findings. The results revealed that SNED teachers demonstrated a very high level of knowledge in assessing learners with disabilities, particularly in understanding assessment tools, applying functional and academic assessment principles, and aligning assessment with transition goals and learner development. Teachers also demonstrated strong assessment practices, including the use of individualized assessments, systematic documentation and progress tracking, and collaboration with multiple stakeholders such as parents and related service providers. In contrast, professional development engagement was observed only at a high level, particularly in participation in transition-related seminars, access to updated SPED resources, and the application of training in classroom contexts. Qualitative findings revealed key challenges encountered by SNED teachers, including limitations in assessment resources, need for specialized training, and limited resources and institutional support in implementing transition assessment. Correlation analysis showed that understanding assessment tools, knowledge of transition goals and learner development, and multi-stakeholder collaboration were significantly related to the implementation of the transition program, whereas the other variables were not. Based on the findings, the study proposes the development of an Institutionalized Upskilling Program for SNED teachers focused on strengthening assessment literacy, collaborative assessment practices, and context-responsive professional development. The study highlights the need for sustained capacity-building initiatives to support inclusive education and promote effective transition outcomes for learners with disabilities.