https://news.abs-cbn.com/spotlight/09/30/20/for-kids-in-special-education-lockdown-learning-a-must
Written by: Elki L.
Visual Credits: ABS-CBN News
While a great deal of the Filipino student base struggled to adapt to the difficulties of distance learning, a smaller and much more marginalized group of people may have had even worse of a setback. The group in question? Students with disabilities.
Distance learning generally is seen as a clearly inferior substitute for in-person classes. Whether it be internet connection problems or a lack of student-teacher interaction, almost every student in the country shares the same desire to go back to “real school”. However, students in special education, an environment where physical interaction is crucial, undoubtedly are hit the hardest.
Even without taking the current pandemic into consideration, special education’s enrollment has always been extremely low. Genevieve Caballa, director of a Filipino special education school, reported that only 3% of learners with disabilities were in school and learning. This means that with over five million Filipino children with disabilities throughout the nation, less than two hundred thousand are being properly educated. According to director Caballa, this statistic has reportedly not seen improvement for over ten years.
The Philippines’ special education situation, as insufficient and unequal as it already is, has been even further affected by the COVID-19 pandemic. Due to lockdown, children that are fortunate enough to receive special education in the first place are now forced into the distance learning system. Although regular and able students may already find difficulty in adapting to a remote learning environment, disabled students who require special education suffer the most. Special education learning must be limited to extents as great as having only two hours of screen time for the health of the student. The reduction of educational ability, combined with the already miniscule percentage of disabled students that actually receive special education, results in even bigger inequalities in Filipino education.
Officials are split on finding solutions to the special ed problem. Some implore that special education must continue regardless of the pandemic, while others believe that school should be halted altogether, due to special education possibly being rendered useless due to distance learning environments. Bro. Armin Luistro, former education secretary, stated that “special education should continue” and that “it has to be face-to-face.” He justified this statement by describing special education’s reliance on physical interaction and its already small student base. On the other hand, Frederick Perez, president for the Reading Association of the Philippines, believed that “special education [wouldn’t] be meaningful and fruitful at this time. Maybe next year.” He brought up the impossibility of having physical contact in a remote environment, and how it would be a waste of time and money to continue special education while the pandemic continues to threaten students’ health.
No matter what stance the Department of Education decides to abide by, special education will be at a detriment. Deciding to continue face-to-face classes, no matter how limited and how safeguarded, will be a health risk to both teachers and students and will be detrimental for as long as the pandemic continues to last. On the other hand, halting special education entirely is just as poor of an idea. Special education experts warn against an academic pause due to learners with disabilities struggling with regression, meaning that long breaks from school would lead to regressions in both behavior and academic performance.
Despite all of these setbacks, special education in the Philippines has the potential to be something as prevalent as it should be. Organizations such as the Filipino Child Rights Network fight for the right to inclusive and adequate education for all students, neurotypical or not. To ensure the future of an inclusive and equal education system, special education must be fought for.
Works Cited
“For Kids in Special Education, Lockdown Learning a Must.” Philippine Center for Investigative Journalism, pcij.org/article/4328/for-kids-in-special-education-lockdown-learning-a-must.
IMPACT, Ruh Global. “BARRIERS AND CHALLENGES OF OBTAINING QUALITY EDUCATION FOR STUDENTS WITH DISABILITIES IN THE PHILIPPINES.” Ruh Global Impact, 20 Sept. 2020, www.ruhglobal.com/barriers-and-challenges-of-obtaining-quality-education-for-students-with-disabilities-in-the-philippines/.
“Inclusive Education for Children and Youth with Disabilities.” Child Rights Network, childrightsnetwork.ph/advocacies/inclusive-education-for-children-and-youth-with-disabilities/.
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