INTRODUCTION
Children having disability faces different forms of
discrimination leading to their exclusion from the society and
school (UNICEF). Many children around the world are excluded from
the society because of disability, race, language, religion,
gender and poverty (OSP, 2015). Many countries are encourage to
put forward rights of everyone against all forms of discrimination.
Most children with disabilities faces daily discrimination on the
form of negative attitude, lack concrete policies or legislation
barring them from realizing their rights to health care, education
even survival (UNICEF, 2013).
To promote the fundamental rights of persons with
disabilities, the United Nations had crafted several declarations
and elaborated previous efforts to promote rights of disabled
persons. In response to this United Nation declaration, the
Philippine government had excreted efforts to allow people with
disabilities their rights such as but not limited to opportunities
to receive similar services that normal people has. One of these
efforts is providing them access to education in public schools.
Children with special educational needs are those who
experienced difficulties in learning the basic education
curriculum and need a modified or functional curriculum, as well
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as differentiated special education curriculum to help them attain
their potential (Heward, 2003). According to Article II, section
17 of the Philippine Constitution, it must provide the state to
give priority to education and it guarantees that this education
is accessible to all. Several laws concerning disabled persons
have been passed in the Philippines such as RA 7277 or the Magna
Carta for Disabled Person and the BP 344 to enhance the mobility
of disabled persons among others. These laws provide for the
rehabilitation, self-development and self- reliance of disabled
persons and their integration into mainstream society.
In support to RA 7277, a DepEd Order No. 26 s. 1997 was issued
requiring all divisions to organized at least one SPED center to
cater to children with special needs (DepEd, 1997). Special
education is a part of the Department of Education’s basic
education program and it is now a major part of the basic education
program in some elementary and secondary schools. One of these
SPED Centers is found in Justo Lukban Elementary School located at
G. Apacible St. Paco, Manila, the said school is under the Schools
Division Office of Manila. This school strongly advocates
inclusive education as a basic service for all types of exceptional
children. They offer modified education program for the Children
with Autism (CWA), Children with Intellectual Disability (CWID),
Children with Visual Impairment (CWVI), and Children with Hearing
Impairment (CWHI).
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METHODOLOGY
The method used by the researcher in this study was interview-
based. This method was preferred because it is more efficient since
it requires less time and it is less expensive. About interviews,
direct contact interviews with principal and the SPED teachers
were conducted using both formal and informal questions. The
questions was formulated and discussed with colleagues. To assure
that the questions are relevant, it was edited and checked by
subject’s professor, Mr. Mark Christian Siwa.
Information was gathered from a teacher who teaches children
with special education needs.
Justo Lukban Elementary School is the research locale of this
study. The school was located at G. Apacible St. Paco, Manila. The
total teachers teaching children with special needs are comprised
of 18 teachers (6 teachers for CWID, 2 teachers for CWA, 2 teachers
for CWHI, 1 teacher for CWVI, and 7 teachers for gifted and
talented students). The school was offered Special Education
Curriculum for the following conditions:
a). Children with Autism (CWA)- is a complex
neurobehavioral condition that includes impairments in social
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interaction and developmental language and communication skills
combined with rigid, repetitive behaviors.
b). Children with Intellectual Disability (CWID)- a
term used when a person has certain limitations in mental
functioning and in skills such as communicating, taking care of
him or herself, and social skills. These limitations will cause a
child to learn and develop more slowly than a typical child.
c). Children with Visual Disability (CWVS)- also known
as vision impairment or vision loss, is a decreased ability to see
to a degree that causes problems not fixable by usual means, such
as glasses.
d). Children with Hearing Impairment (CWHI)- is a
decrease in one’s ability to hear.
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Result and Discussion
The primary purpose of this paper is to present an information
about the certain issues and challenges in teaching children with
special needs in terms of curriculum, teaching, facilities or
equipment, and funds. Information is based on how Ms. Liana Joy G.
Tibayan, a CWHI primary teacher, answer the questions.
1). What are the certain issues and challenges of CWHI you
encountered in terms of:
1.1. Curriculum
“…so ang problema ko talaga sa curriculum sa Filipino ng
kinder ay yung implementation ng Mother Tongue. Kasi
pagdating ng mga bata dito wala pa talaga silang mother
tongue kasi nga deaf sila. So ang mother toungue nila ay
GESTURAL. So, ako naniniwala na dapat magfocus sa
Language Development, wag muna ang FSL (Filipino Sign
Language) at dapat magfocus muna sa ASL (American Sign
Language). Ang FSL ay dapat sa Grade 3 hindi sa kinder
dahil karamihan ng mga deaf ang ginagamit ay ASL…”
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According to William Dean (2010), American Sign Language
helps special needs children specially the children with hearing
impairment to communicate with others. It is also a bridge between
languages where two people speak different languages are easily
able to communicate while using American Sign Language.
The statement above supports the views of the respondent.
American Sign Language must be practice first before anything
because it is the international language for the deaf.
1.2. Teaching
“…so far wala naman akong problema sa pagtuturo. Kasi
ang ginagamit naming way sa pagtuturo sa mga CWHI sa
lahat ng subjects ay total communication (oral
communication with sign language)…”
Total communication (TC) is philosophy of educating children
with hearing loss that’s incorporates all means of communication;
formal signs, natural gestures, fingerspelling, body language,
listening, lip reading and speech. The goal of Total communication
is to optimize language development in whatever way is most
effective for the individual child ([Link]).
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1.3. Facilities and Equipments
“…mainit lang talaga sa mga classrooms. Kulang sa mga
ventilation ang classroom. Minsan nga kami na ang
gumagastos sa mga kailangan sa classroom…”
School facilities can have a profound impact on both teachers
and students outcomes. With respect to teachers, school facilities
such as ventilation, lights, and etc. can affect teacher
commitments and efforts. With respect to students, school
facilities can affect behavior, engagement, learning and growth in
achievement since the learners are needing special treatments.
1.4. Funds
“…so ayun may mga mabubuting tao parin ang nagdodonate
ng mga gamit pero para sa mga bata. Minsan mga NGO’s,
pero madalas wala talaga. Minsan nagkakaroon ng mga PTA
project para masuportahan yung mga pangangailangan ng
mga bata…”
Funds really matters in providing quality education in
regular and children with special needs. It help students and
teachers to performed their duties and tasks.
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2). What are your coping mechanism to overcome those issues
and challenges?
“…I will think more motivation. Do not count the negative
traits and I focus on the heart of teaching…”
Coping Mechanism are the factor that determine how a person
responds to task and how they will succeed (Pajares, 2012). Every
persons have their different coping skills so that he/she will
overcome his/her stressors.
3). Aside from medical diagnosis of the Medical
Professionals, are there any other requirements you considered in
accepting SPED students?
“…assessment lang talaga ng mga Medical Professionals
ang number 1 na kailangan i-present ng mga magulang para
ma-enroll yung kanilang anak. Kasi bawal na mag label
ngayon, bawal nating sabihin na PWD ang isang bata
hanggat walang medical diagnosis na siya nga ay PWD…”
According to Article 3, section 1 of RA 7277, identification,
screening, assessment and evaluation of children with special
needs shall be conducted by the Medical Professionals such as
physicians, psychologists, guidance counselors, speech and
physical therapist. Aspects to be covered in the identification,
screening, assessment and education of children with special needs
shall cover the following aspects: Physical (height and weight,
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physical deformities, hearing, visual), Psycho-social
(personality, behavior), and Education (learning disabilities,
language and speech, medical).
4). What are the qualifications to be hire as a SPED Teacher?
“…so dati akong nurse kumuha lang ako ng educational
units para makapag exam ng LET exam then nagparank ako
sa Elem, after 1 year tinanong ako ng Principal ko if
gusto ko maging SPED teacher so tinanggap ko. Pero nag
undergo ako ng mga trainings and seminar about special
educations. Nag-aral ako ng ASL (American Sign Language)
for 2 years.
Special education teachers require a degree in education or
a similar career field and then a specialization in special
education. Coursework for special education is similar to that of
other teaching fields with special emphasis on behavioral,
learning and physical disorders in children. Special education
teachers will also take additional classes dealing with legality
surrounding special needs students, including the additional
responsibilities of services, IEP (Individual education plans) and
reporting practices.
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5). Are you well-compensated from your profession?
“…para sa akin kulang parin ang sahod ng mga SPED
teachers kasi kame parin ang gumagastos ng mga
pangangailangan dito sa classroom…”
Public teachers in remote or rural and even in urban areas
are suffering from lack of funding from the national government.
Consequently, they resort to spending their personal money to buy
school supplies and other stuff to effectively do their job as
teachers. Moreover, since their pupils or students came from poor
families, they are ones who often provide financial assistance to
the poor children.
6). Do you have any activities (in school) to promote physical
fitness and wellness to the SPED students?
“…yes, meron din. Meron sila subject na P.E. na kung
saan nakakapaglaro sila. Meron din kameng mga palaro na
kung saan nakakasali ang mga bata namen sa mga
Paralympics at even sa International Olympics for PWD’s.
Nagkaroon na kame ng Gold para sa National Paralympics
ng Athletics, sumasali din kame ng swimming pero para sa
mga hearing impaired lang …”
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Everybody, including people with disabilities needs physical
activities for good health. According to the Right to Education,
it is mandatory for every school to have a robust Physical
Education (PE) programmed, complete with a curriculum that ensures
that play is available to each student according to her
capabilities and needs, just like academics. In response to this
matter, the Department of Education set a modified P.E. subject
called Adapted Physical Education. A.P.E. is a program for a
learner with disability, based on a comprehensive assessment, to
give the learner the skills necessary for a lifetime of rich
leisure, recreation, and sport experiences to enhance physical
fitness and wellness.
7). After the student finished the SPED Program, what will
happen to them?
“…after nila sa SPED, meron silang training sa TESDA at
libre yung even yung assessment nila ay free para after
nila ng training makahanap sila ng trabaho. Meron kameng
2 previous students na nakapagtrabaho dahil sa training
ng TESDA para sa mga PWD’s…”
The Technical Education and Skills Development Authority
(TESDA) and the National Council on Disability Affairs (NCDA) have
joined forces to give free skills training for persons with
disabilities nationwide. According to TESDA Director General
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Secretary Guiling Mamondiong (2015), the skills training is
provided for under the Training for Work Scholarship Program (TWSP)
so that the PWDs could receive the National Certificate (NC) which
is necessary for job application here and abroad.
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Conclusion
Based on the research conducted by the researcher through
interview-based, the researcher found out the following:
Society recognizes the special needs of PWD’s but they did
not considered it as a priority.
Public teachers in remote or rural and even in urban areas
are suffering from lack of funding from the national government.
Without adequate facilities and resources, it is extremely
difficult to serve the complex needs of the hearing impaired at
well as the other SPED students.
Special education teachers require a degree in education or
a similar career field and then a specialization in special
education.
Identification, screening, assessment and evaluation of
children with special needs shall be conducted by the Medical
Professionals such as physicians, psychologists, guidance
counselors, speech and physical therapist.
Aspects to be covered in the identification, screening,
assessment and education of children with special needs shall cover
the following aspects: Physical (height and weight, physical
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deformities, hearing, visual), Psycho-social (personality,
behavior), and Education (learning disabilities, language and
speech, medical).
School facilities can have a profound impact on both teachers
and students outcomes. School facilities such as ventilation,
lights, and etc. can affect teacher commitments and efforts.
School facilities can affect behavior, engagement, learning
and growth in achievement since the learners are needing special
treatments.
The Technical Education and Skills Development Authority
(TESDA) and the National Council on Disability Affairs (NCDA) have
joined forces to give free skills training for persons with
disabilities nationwide.
Justo Lukban Elementary School is participating in
Paralympics and International Competition to promote physical
fitness and wellness of their students.
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Recommendation
The Philippines started to exercise the rights of PWD’s as
early as the 1900’s. But sad to say, until today, same claimholders
remain unfamiliar of the laws imposed by the constitution.
The view of the foregoing, the following recommendations are
derived:
First, full awareness of law protecting PWD’s should be
ensured. The government must constantly held the established
programs to monitor the conditions of the PWD’s. Aside from holding
annual celebration or awareness month for the PWD’s, the government
should set-ups with PWD’s to hold for counselling, checking of
conditions and monitoring their activities. The closer the
government is to the PWD’s, the wider is the chance for the latter
to feel their worth.
Second, the government must maintain a close partnership with
the non-government organizations in providing services to cater
the needs of PWD’s. Common services that may be given by the NGO’s
may include training and granting of assistance devices (e.g.
wheelchair, hearing aid, correction glass)
Third, the Department of Education must provide or modified
a curriculum for PWD that focuses on their needs while catering
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their multiple intelligences to activate every individual’s
potential.
Fourth, without a PWD ID, a person with disability cannot
avail of the discount privileges promised by the RA 9442. No matter
how obvious their disability is, still, without the basic
requirement, a PWD may not be given a discount on a basic services.
In this case, the ID requirement provision of the Magna Carta for
the person’s with disability must be reconsidered.
Fifth, education is the best tool in order to uplift the
morale of a PWD and improve their ways of life. However, a very
small number of them had not finished school or not enrolled in
school. Dropouts among PWD must be lessen and they must be
encouraged to continue studying. The education assistance
preserved in RA 9442 must be fully implemented. Parents of the
PWD’s should be assured that they will not bear additional burden
in sending their child with disability to school because of the
government assistance.
Sixth, additional funding to improve school facilities and
additional competent teachers for the SPED must be made. The
Department of Education should consider the teachers’ salary who
are teaching children with difficulties as well as their benefits.
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Seventh, the government should encourage labor organizations
through the employment of the skilled PWD’s after they gained
training certificate.
And lastly, society should give the recognition and
eventually valuing of the many positive qualities and potentials
of people with disabilities. They need is a proper upbringing for
them to realize their worth and they must be helped to perceive
their strengths and gifts they have, their abilities and lifetime
potentials. These can be possible through acceptance and respect
for the persons with disabilities.
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BIBLIOGRAPHY
DepEd. (2017). DepEd Ensures Inclusive Education for Learners with
Special Needs. [Link]
releases/deped-ensures-inclusive- education-
learners-special-needs
Heward, William L. (2003). Exceptional Children: An Introduction
to Special Education, Pearson Education, New Jersey
Open Society Foundations, OSP. (2015). The Value of Inclusive
Education. [Link]
[Link]/explainers/value-inclusive- education
Republic of the Philippines (1987). The Constitution of the
Republic of the Philippines. Manila
[Link] Practice.
UNICEF. (nd). Disabilities. [Link]
index_65316.html?p=printme
United Nations Convention on the Rights of Persons with
Disabilities, UNCRPD. (2006) Convention on the
rights of persons with disabilities and optional
protocol. [Link]
uments/convention/convoptprot- [Link].
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Documentation
SPED Center at Justo Lukban Elementary School in Manila
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A photo with Ma’am Liana Joy G. Tibayan, a primary SPED teacher.
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School Facilities and Equipment’s
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School Facilities and Equipment’s
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