Exploring Challenges and Opportunities in Preparing Special Education Students for Independent Living: A Basis for a Transition Program
DOI:
https://doi.org/10.11594/ijmaber.07.09.16Keywords:
Autism Spectrum Disorder, Executive Functioning, Independent Living, Life Skills, Special Education, Transition PlanningAbstract
This study investigated the challenges and opportunities influencing the transition of students with autism spesctrum disorder (ASD) from school-based support to independent living as a basis for a structured transition program in Philippine public elementary schools. Employing a qualitative phenomenological design, the study examined the lived experiences of five (5) students with ASD aged 14 years and above enrolled in public elementary schools in the Schools Division of Science City of Muñoz. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis. Findings revealed significant challenges in executive functioning, including planning, organization, time management, task prioritization, and attention control, as well as difficulties in social communication, sensory regulation, personal hygiene routines, and independent transportation. Despite these challenges, students identified supportive opportunities such as teacher-led life skills training, school-based practical activities, assistive technology use, positive teacher attitudes, and strong family involvement. The study concludes that effective transition to independent living requires structured, collaborative, and context-sensitive support systems tailored to the needs of learners with ASD.
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