Educational placement is a major concern for children with Level 2 Autism Spectrum Disorder (ASD), particularly in balancing learning retention and social adaptation. This study used a quantitative comparative research design to examine parents’ perceptions of learning retention and social adaptation of children with Level 2 ASD enrolled in mainstream and special education settings in the National Capital Region (NCR), Philippines. A total of 120 parents and legal guardians (60 from mainstream and 60 from special education) were selected through purposive and snowball sampling. Data were collected using a researcher-made, validated questionnaire assessing learning retention (knowledge recall, concept understanding, skill application) and social adaptation (peer interaction, understanding social cues, emotional regulation). Descriptive statistics and independent samples t-tests were employed for analysis. Results indicated that learning retention was perceived as stronger in special education, whereas social adaptation was rated higher in mainstream settings. Statistically significant differences were observed across all domains (p<.001). These findings highlight the complementary strengths of both educational settings and emphasize the need for individualized placement to support the academic and social development of children with Level 2 ASD.
Pacleb et al. (Sun,) studied this question.