Challenges in Educating PWDs

Disability is regarded as a punishment from God in Indonesia.

And in Taiwan, only PWDs with “mild” conditions are being helped.

In South Africa and Malaysia, the teachers lack skills and knowledge. In South Korea, the teachers know no culturally relevant curricula.

The situation in the Philippines is not better. Of the 649 special education centers that its education department recognizes, only 471 can cater to elementary students with only 2,600 elementary SPED teachers and 177 to high school students with only 280 high school SPED teachers.

Its teachers also do not have any special needs training, its school buildings are not all wheelchair-accessible, and the books and hearing aid resources are not always enough. This insufficiency could be the reason why only 2% of the targeted 2.2 million PWDs in the country would go to school.

So what could be done that wouldn’t cost much money? Well, as I pointed out in my previous post, “what persons with disabilities (PWDs) in the Philippines need now is a chance for education.” Education Secretary Leonor Briones has already done something about this through DepEd Order No. 3 series of 2018, which is based on the “Basic Education Enrollment Policy”. It’s the other Filipinos’ turn now to do their part.

Note: I also have suggested  integrating special education in both the primary and secondary curriculum (it has been the case at the the Carmona National High School–CNHS–in Cavite) and have sign language taught in schools.

Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s