Inclusive Education
Asian Development Bank (ADB) figures indicate that less than 5% of children with disabilities (CWDs) in Asia attend school . In the Philippines the Department for Education quotes just 2% of children with disabilities as being provided with educational opportunities which are mostly serving elementary level. Likewise, the majority of these children have no access to basic social services, thus hampering their opportunities to enter in to formal schooling. The education system in the Philippines is currently modelled under a Special Education Framework, whereby children with disabilities are educated in separate institutions to those without disabilities however PhilCOCHED is working towards Inclusive Education ideals whereby CWDs are educated alongside their peers.
The Inclusive Education program was initiated in 2005 in response to a perceived need for a remodification of the current educational system for CWDs in the Philippines. PhilCOCHED began by organising a series of focus group discussions with local stakeholders (including parents of CWDs, teachers, community members and advocates) and the programme was built around the perceived needs of CWDs indicated by those community members.
Working in partnership with the Department of Education, other national NGOs and 19 Community Support Groups (made up of volunteer parents and volunteer organisations), amongst other partners, the programme involves creating awareness among stakeholders; improving access to Inclusive Education in schools and communities through providing accessible features, equipment and appropriate teacher training; adopting an holistic approach to address the needs of CWDs through comprehensive health management and rehabilitation interventions and research and data gathering. In addition the Inclusive Education in collaboration with the Economic Empowerment programme aims to create economic opportunities for the parents and families of disabled children.
Currently the programme operates in the Metro Manila, Calabarzon (Region 4-A) and Central Luzon (Region 3) areas, however since the success of the programme has placed 296 children with disabilities in 19 public elementary schools (as of July 2009) the next stage is to roll out the programme to other areas in the Philippines through local consultations organised in partnership with the World Bank and the Department of Education.
 Sheila on her way to school. “Masaya ako dahil makakapag-aral na ng maayos si Sheila sa eskuwelahan….” (I am glad that Sheila can now conveniently go to school…), Rhodora G. Comin, mother of Shiela Mae. |
| “I am Very Happy in an Accessible School!” Inclusive Education Case Study By: Marlon B. Fulo, Programme Manager
Sheila Mae Comin, a 9 year old girl from Tarlac had never attended her local school let alone enter the Kalayaan Building of Camiling East Central School. The building had no ramps or handrails and since Sheila is a wheelchair user, also with cerebral palsy, she was not able to join classes. In addition Sheila, unlike other girls her own age, had no friends who would offer to accompany her to class.
PhilCOCHED after learning of this young girl’s plight, consulted with her parents, teachers and town officials which resulted in the construction of a simple five-meter long concrete ramp beside the Kalayaan Building which enabled her access to the school. Due to this new found mobility, Sheila was able to attend regular classes alongside her peers which boosted her confidence and allowed her to make new friends.
Currently, Sheila Mae is in 2nd Grade, and she is happy with this new opportunity to move and mingle freely amongst classmates and friends. Due to this simple construction, which costs just approximately P12,000, the life of a young child with disabilities will be altered for years to come. Since Sheila Mae has now been provided the opportunity to be educated, as an equal amongst other children, she will learn to become independent and will succeed in later life. |