PROJECT
PROPOSAL
Seamless Transition: Preparing Filipino SNED
Teachers for US Educational Systems
Arranged and made by:
Alarin, Ashley Nichole
Ibon, Princess Parezell
Morandarte, Nadia
Vallada, Febrose
TABLE
OF CONTENT
Introduction Needs Assessment
Objectives Program Components
Evaluation Budget
Conclusions
Seamless Transition: Preparing Filipino SNED Teachers for
US Educational Systems 01
INTRODUCTION
This project proposes a comprehensive seminar program
designed to support Filipino Special Needs Education
(SNED) teachers transitioning to teaching roles within
United States institutions. The program addresses the
unique challenges faced by these educators, including
adapting to different educational systems, curricula, and
cultural contexts. The goal is to equip them with the
necessary skills and knowledge for successful integration
and continued professional growth.
Seamless Transition: Preparing Filipino SNED Teachers for
US Educational Systems 02
NEEDS
ASSESSMENT
Filipino SNED teachers, while
possessing valuable experience and
expertise, often encounter
significant hurdles when
transitioning to the US education
system. These include:
Curriculum Differences: Significant variations exist between the
Philippine and US SNED curricula, including teaching
methodologies, assessment practices, and IEP development.
Legal and Regulatory Frameworks: Understanding US laws
related to special education, such as the Individuals with Disabilities
Education Act (IDEA), is crucial.
Cultural Adaptation: Navigating the cultural nuances of the US
classroom and interacting effectively with students, parents, and
colleagues from diverse backgrounds requires specific skills.
Professional Development Opportunities: Access to ongoing
professional development tailored to the specific needs of
transitioning teachers is often limited.
Seamless Transition: Preparing Filipino SNED Teachers for
US Educational Systems 03
OBJECTIVES
Provide in-depth knowledge of IDEA and related
01 regulations.
Bridge the gap between Philippine and US SNED
02 practices.
Enhance skills in IEP development,
03 implementation, and evaluation.
Develop culturally responsive teaching strategies
04 for diverse US classrooms.
Seamless Transition: Preparing Filipino SNED Teachers for
US Educational Systems 04
PROGRAM
COMPONENTS
The proposed seminar will consist
of a blended learning approach,
combining online modules and
in-person workshops:
PHASE 1: ONLINE
MODULES:
Self-paced modules covering
foundational topics such as IDEA,
US SNED curriculum frameworks,
cultural competency in
education, and effective
communication strategies.
Seamless Transition: Preparing Filipino SNED Teachers for
US Educational Systems 05
PHASE 2:
IN-PERSON
WORKSHOP
(2 DAYS):
Intensive workshops
focusing on practical PHASE 3:
application of learned
concepts, including
MENTORSHIP AND
hands-on IEP ONGOING SUPPORT
development, case study (6 MONTHS):
analysis, and
collaborative problem-
solving. Guest speakers
will include experienced Participants will be
US SNED teachers and paired with mentors
administrators. who can provide
ongoing guidance,
support, and feedback
as they integrate into
their new roles.
Seamless Transition: Preparing Filipino SNED Teachers for
US Educational Systems 06
EVALUATION
Program effectiveness will be assessed through:
Pre- and post-seminar Mentor observations
assessments and feedback.
measuring knowledge Follow-up interviews
and skills gained. with participants after
Participant feedback six months.
surveys.
Seamless Transition: Preparing Filipino SNED Teachers for
US Educational Systems 07
BUDGET
Personnel Costs Amount
International Speaker 30,000.00
Local Speaker 5,000.00
Total 35,000.00
other Expense Amount
Material & Technical costs 20,000.00
Mentorship 50,000.00
Total 70,000.00
Note: These budget outlines is only hypothetical.
Seamless Transition: Preparing Filipino SNED Teachers for
US Educational Systems 08
CONCLUSION
1
This seminar program offers a
crucial bridge for Filipino SNED
teachers seeking successful
careers in US institutions.
2
By addressing the unique
challenges they face, the
program will empower these
educators to make significant
contributions to the lives of
students with special needs in
the United States.
3
This investment in professional
development will benefit both
the teachers and the students
they serve.
Seamless Transition: Preparing Filipino SNED Teachers for
US Educational Systems 09
REFERENCES
Byrd, D. R., & Alexander, M. (2020). Investigating special education
teachers knowledge and skills: Preparing general teacher preparation
for professional development. Journal of Pedagogical Sociology and
Psychology, 4(2), 1–11. https://doi.org/10.33902/jpr.2020059790
Individuals with Disabilities Education Act (IDEA). (2004). Individuals
with Disabilities Education Improvement Act of 2004. U.S. Government
Printing Office.
Smolcic, E., & Katunich, J. (2017). Teachers crossing borders: A review of
the research into cultural immersion field experience for teachers.
Teaching and Teacher Education, 62, 47–59.
https://doi.org/10.1016/j.tate.2016.11.002
U.S. Department of Education. (2023, October 26). Individuals with
Disabilities Education Act (IDEA).
https://www2.ed.gov/about/offices/list/osers/idea/index.html
Seamless Transition: Preparing Filipino SNED Teachers for
US Educational Systems 10
