Tag Archives: DepEd

How SPED is in the Philippines

Educating persons with disabilities in the Philippines seemed to be more ideal than what The PWD Forum expected.

In 2012, the Department of Education (DepEd) has allotted P180 million for its Special Education program. That’s a 56% increase from its budget of P115 million only in the previous year!

It has also opened 69 more SPED centers then—from 276 only–where each one can get P500,000 subsidy from the fund for pupil development activities including training, educational trips, camp activities, sports and other events; procurement of instructional materials, supplies and learning assessment tools; and training of more teachers, school heads and SPED supervisors. Then-Education Secretary Brother Armin Altamirano Luistro has entrusted its implementation to division and regional offices.

The DepEd has continued to ensure providing “the necessary educational interventions for learners with certain exceptionalities through its Special Education (SPED) program.” In the program, there could be (1) a separate class for only one type of exceptionality, (2) a teacher who would travel—at home or in schools—to provide direct and consultative services, (3) a designated place where there is a specialized equipment, (4) a chance for a PWD to receive special instructions from a SPED teacher; (5) a possibility to be either partially or fully integrated, and (6) an opportunity for PWDs, regardless of the nature and severity of their disability and need for related services, to receive total education within the regular education classroom.

So for this school year, there would be 40,642 teachers for the  kindergarten and elementary level, 34,244 teachers for the junior high school, and 356 teachers for the senior high school. It will be charged against the new school personnel positions budget of the Department of Education (DepEd), which was allotted P553.31 billion in total this year

“We believe that special learners deserve special attention and specialized learning tools, thus the increase in funding support.” ~ Bro. Armin Luistro

Video taken from the YouTube Channel of the Leonard Cheshire

Notes:

Partial integration – the PWD enrolled in a special class is integrated with regular children during non-academic activities like work education, physical education, arts, school programs, etc, then gradually integrated in the academic subjects if qualified.

Full integration – the PWD enrolled in a special class is integrated with regular children in all academic and non-academic subjects.

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Why Educating PWDs is Better

Learning is important and every individual—with disabilities or none—must have a chance for it. It is notable then that hearing-impaired Hilarion Daen Jr. and blind Edna Blacer would teach special education to students at the Rawis Elementary School in Legazpi City.

Daen Jr., 56, handles kindergarten pupils with hearing deficiencies for two decades to date. He believes that early childhood education is one of the most crucial parts of child development especially for children with impairments.

“Other than making them understand that they are part of the society despite their impairment, it is also important to make them realize that they are not just accepted, but they can also do something for the community, and I, being a hearing-impaired teacher, am the best example,” Daen Jr. was quoted saying in a report.

“Seeing each of my students learn new things every day satisfies me and makes me motivated to stay in this profession,” he added.

Blacer, 45, on the other hand, started teaching with a normal vision. After a decade, though, her vision regressed so she can only recognize letters in relatively large sizes now.

“The current inclusive learning strategy paves the way for these visually-impaired students to see the world in a different perspective, enabling them to take part in community development regardless of their visual disability,” Blacer was also quoted saying in the same report.

Recently, the Department of Education (DepEd) has tallied 471 SPED centers and regular schools catering to elementary students and 177 providing for secondary students. Rehabilitating persons with disabilities during early childhood is crucial because, like what Julia Rees, UNICEF Department Representative has said ,”good care and development during this time increases their chances of becoming healthy and productive adults and lessening the future cost of education, medical care, and social spending.”

“Early childhood intervention can fulfill the rights of children with disabilities in promoting rich and fulfilling childhoods and prepare them [for] meaningful participation in adulthood,” she added.

“I want to tell the kids that even though their situation is difficult, because of their visual impairment, they should not lose hope. They need to persevere. They need the determination to pursue what they want to be and achieve in their life.” ~ Edna Blacer

Video taken from the YouTube Channel of  Rappler

Being SPED-ready

In the Philippines, an educational institution has become “SPED-ready”: the Carmona National High School (CNHS) in Cavite.

“SPED-ready” is a term The PWD Forum will use from now on in describing schools that let students—with disabilities or none—learn together. It was its belief to either integrate special education to the basic and secondary curriculum of the schools in the Philippines or teach sign language. It would help the country’s economy if almost all of its citizens are skilled and, since its population is ageing, everyone is qualified to meet the labor demands of globalization.

So for its part, the CNHS has launched socialization activities that give practical training to PWDs. “Hindi namin itinatago ang mga [estudyanteng may] IDs (intellectual disability) ditto (Here, we do not hide our students with intellectual disabilities),” CNHS principal Teresita Silan was quoted in a report.

It has inspired high school student Bernadette Levardo to hang out instead of tucking herself in. She now aims to be a chef, buy a house, and own a restaurant.

“Through the transition program, Bernadette was trained, she improved her social skills, and it boosted her confidence. I was even amazed she was able to deliver a speech just recently in senior high school,” her teacher, Estie Manguiat, has remarked in the same report.

Integration could allow PWDs and non-PWDs alike to develop their skills and interact independently. Even Student Inclusion Division head Nancy Pascual of the DepEd central office has come to see that development and social adaptation are much faster with interaction.

In CNHS, this is done through a seating arrangement that lets PWDs and non-PWDs sit together. Non-SPED educators are also regularly trained to be sensitive to a PWDs’ needs and pace of learning by the local government’s Persons with Disability Affairs Office (PDAO). The school has forged partnerships with fast food chains and factories in their town, too, to promote employment.

As of now, the Philippines can already boast of schools that are “SPED-ready”. The only thing to work on is an “upgrade” of these educational institutions into learning resource centers (LRCs) to get a mainstream school enroll PWDs.

“Specialized equipment are lodged in the learning resource centers. Any school that has PWD enrollment will be able to access it anytime of the year. This addresses the financial side. Instead of going to SPED schools far from their homes, they could just enroll in the nearest school to their residence, which is not necessarily a SPED center.” ~ Nancy Pascual

Video taken from the YouTube Channel of Rappler