With growing technological advancements, demands for the industry with skilled and equipped workforce are proportionately rising. While this match between curricular offerings in academia and needs in the industry has been addressed in many countries across the globe through initiatives such as the K-12 educational system, some countries like the Philippines have only started its adoption. In the Philippines’ early adoption of the K-12 educational system, several concerns have been raised regarding its implementation, mainly, the mismatch between coursework offered in Philippine K-12 educational institutions with industry demands. With such outcomes, it is necessary to determine the status of the K-12 educational system in the Philippines. This paper attempts to shed light on such concerns by evaluating the performance of the K-12 students using a standardized approach. The Scholastic Abilities Test for Adults, a standardized test for measuring the academic competence of adults, is used in this study to measure scholastic abilities. The descriptive analyses made in this paper may aid in the development of more robust strategy frameworks for positioning the current K-12 educational system to global and industry demands. Moreover, the results obtained in this study would aid stakeholders in overseeing strategies that would address current gaps in the K-12 educational system of the country.

This study assessed the perceived teachers’ competence and benefits of inclusion to learners. There were 63 teachers who answered the survey questionnaires that assessed their perceived competence and benefits of inclusive education. They were identified using cluster sampling. The data gathered were treated using descriptive and inferential statistics. The results revealed that majority of them were in the age range of 33-42 years, had finished their master’s degree with specialisation not related to special education and had served in their school for 8-16 years. They perceived themselves to be highly competent and stated that inclusive education is highly beneficial for learners with and without special education needs. Moreover, their perceived competence is significantly related to the benefits of inclusive education for learners with and without special needs. Hence, school administrators need to validate the teachers’ perceived competence in handling inclusive classes and create programmes geared towards an enhanced inclusive education implementation.   Keywords: benefits, inclusive education, learners, special needs, teachers’ competence

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This research determined the predictors of the adaptive behaviour of children with autism who are enrolled in special education centres using a descriptive correlational design. There were 40 children with autism whose adaptive behaviour was assessed in terms of their communication, daily living, social and motor skills using the modified Vineland Adaptive Behaviour Scales (Vineland-3) together with their profile. Data gathered were treated using descriptive and inferential statistics. The results showed that most of the children were males whose average age was 9.6 years who belonged to low-income families and were enrolled in 2 to 3 years. The children had moderately low adaptive skills in all areas of the adaptive behaviour. Moreover, the profiles of the children were not significant predictors of the four adaptive skills being assessed. Thus, it is recommended that other factors may be considered to identify the predictors of the adaptive behaviour of children with autism.   Keywords: Children with autism, communication, daily living, motor, social