This qualitative study investigated challenges faced by teachers of intellectually disabled learners in the transition program. The research aims to provide a localized understanding of the problems, coping strategies, and its benefits to the transition program teachers of Isulan city. Utilizing   interviews with five participants from Isulan Central School SPED Center, division of Sultan Kudarat, the study employed thematic analysis for data interpretation. Results indicated the problems encountered by the teachers of intellectually disabled learners in transition program encompassing short attention span, poor retention, lack of teaching materials and lack of skills and knowledge. The teachers employed coping strategies to address problems such as instructional modification and accommodation and continuous personal development. The coping strategies resulted in a positive outcome which was observed in the participants. This is the achieved objectives and goals. It was then recommended that the educational institutions must upskill their teachers, the LGU should provide essential support, the DepEd should provide necessary trainings and the researchers should investigate further on studies related to intellectual disabilities and transition programs. The transition program teachers confronted diverse challenges while teaching learners with intellectual disabilities. Despite these challenges, the teachers effectively employed supportive strategies to navigate difficulties, highlighting the importance of teaching flexibility, adaptation as well as continuous personal development.  

Higher Education