The Impact of the Vocational Skills Training Program for Individuals with Intellectual Disabilities under the Transition Class in Tagoloan Central School

Abstract

The Vocational Skills Training Program was initiated by the Special Education (SpEd) teachers of Tagoloan Central School. This program was designed to empower Learners with Intellectual Disabilities (ID) between the ages of 14 to 25 through cooking skills development and the promotion of social integration. The program was created out of the pressing need to address the limited opportunities available to this marginalized group within the community. It aims to demonstrate skill mastery in cooking of the learners from needing maximum assistance to independent individuals and improve the social skills of the learners while doing the cooking activities. By offering hands-on cooking experiences such as cooking rice, French fries, frying fish, eggs and making pastillas (milk dessert) learners acquired essential life skills, gain confidence, and explore their creative potential. Participants helped each other do the cooking task while singing their favorite songs, turn taking, sharing and cleaning cooking equipment thus breaking down barriers and dispelling misconceptions about intellectual disabilities. Result showed that each learner developed independence, self- reliance, and confidence towards work while some needed minimum to maximum assistance. Social integration was fostered through cooking activities as individuals from diverse backgrounds come together to share cookery skills, exchange stories, and build connections. This training for have proven effective because with an average of 75% as the cooking and social skills of the learners enhanced their work skills ready for their future employment. Further research is needed to assess the long-term impact and scalability of this vocational training initiative.