Republic of the Philippines

Region IX, Zamboanga Peninsula

WESTERN MINDANAO STATE UNIVERSITY
College of Teacher Education
Graduate School

FUNCTIONAL IMPLEMENTATION OF TRANSITION PROGRAM

FROM SCHOOL TO FUNCTIONAL LIFE OF LEARNERS
WITH INTELLECTUAL DISABILITY

INTERVIEW QUESTIONNAIRE

1. Describe the transition program for learners with intellectual disability in

terms of:
1.1 Curriculum
a.How would you describe the curriculum of the transition program in your school?
b.How would you describe the framing of the learning competencies so that it
becomes suitable to the educational needs of learners with Intellectual Disability.
c.What appropriate skills does the curriculum offer to meet the needs of the learners
with intellectual disability?
d. Describe how performance of learners with Intellectual Disability is being
measured during the extra - curricular activities?

1.2 Instruction
a.Describe the instructional approach, strategies, methods used in your transition
program.
b.Describe the measures used to determine the effectivity of teaching methods and
strategies you employ for learners with intellectual disability to meet their specific
needs.
c.What appropriate performance tasks did you employ for learners with intellectual
disability?
d.How did you give feedbacking to the parents in relation to the performance of the
learners with intellectual disability?
1.3 Instructional facilities
a. Describe the modified/customized instructional facilities used in your transition
program.
b. At what stage do the learners with intellectual disability learn to use the learning
resources effectively? Explain why?
c. Describe how teachers convince parents to provide the learning materials needed
for the learners with intellectual disability if necessary.
d. How do school resources support the learning capability of the learners with
intellectual disability?
1.4 Skills development
a.Describe the approaches used to help develop the specific skills of learners with
intellectual disability.
b.How do you monitor the progress of skills of learners with intellectual disability in
relation to good rapport of parents at home?
c.In what manner do teachers and parents collaborate in order for the learners with
intellectual disability fully develop and use their skills?
d.What community-based program do the teachers and parents adhere to support
the skills of learners with intellectual disability?

2. Describe the functional implementation of the transition program for

learners with intellectual disabilities in terms of:
2.1 Life Skills
a. What evidences do you use to support better acquisition of life skills after
implementing the transition program for learners with Intellectual Disability? Specify.
b. What indicators do you use to measure the effectiveness of the implementation of
transition program in your school in relation to life skills?
c. How do you monitor the daily living skills of learners with intellectual disabilities?
d. How do learners with intellectual disability contribute to the society in relation to
their life skills?
2.2 Care Skills
a. What evidences did you use to support that learners with intellectual disabilities
have better acquisition of care skills after implementing the transition program?
Specify.
b. How do you guide the learners with intellectual disability to enhance their care
skills?
c. What are the manifestations that they have mastered particular care skills?
d. What intervention can be given as an option to unlearned care skills?

3. How functional is the implementation of the transition program from school

to functional life of learners with intellectual disability?
a. How do teachers assist learners with intellectual disability from school to
functional life?