Written by: Phoebe Carios
Visual by: Zoe Lapada
Schools equipped with physical support devices and trained learning support specialists were created for students with mental and physical challenges, so that they may be cared for and their academic programs modified to meet the learning gaps that arise from their clinically diagnosed conditions. SPED, short for Special Education, was a term commonly used before, but has been eliminated from most American and Canadian academic literature. This area of basic education focuses on children who are unable to attend mainstream schooling, for one physical, mental, or emotional reason or another, causing developmental delays and consequently, learning delays.
First established in 1817 in the United States, the Philippines did not adopt this branch of the educational system until 1907, when the first typical school established was the Insular School for the Deaf and Blind, located in Pasay City. Ever since then, other schools have continued to flourish throughout the nation, allowing education to be more accessible and fit for students with learning delays and challenges. The interventions called for aim to address but are not limited to impairment of speech, sight, hearing, physical development, learning, communicating, and the entire range of diagnoses of disorders within the Autism Spectrum (ASD).
Over the past few years, the widespread advocacy of such schools and the importance of implementing programs that allow students with learning delays and challenges to have the opportunity to build up their strengths and possess their own successes like the rest of the learning community, have been the results of the tremendous support from the national government, non-governmental organizations (NGOs), and compassionate benefactors. Because of this generous outreach and support, this area of the local educational system has improved since it was first implemented here in the Philippines 113 years ago. Laws have been created in order to recognize and protect this minority group requiring overwhelming care and nurturing. An example is the Republic Act (RA) 7277, or the Magna Carta for Disabled Persons, which recognizes that disabled persons are part of Philippine society. This law also prompted the Department of Education (DepEd) to begin creating Special Education Centers in all school divisions throughout the nation, so that there can be more accessibility.
Despite the strides the government has made, there is still a lot of work to be done. Because of the fast-changing demands of society, physically challenged students need to be equipped with better education that will really prepare them for the challenges of the “real” world. A big concern is the demand for trained teachers. Because of the increasing number of students with needs, the demand for teachers able to modify instructional curricula is critical. It is unfortunate to note that teachers who specialize in special education have decreased over time due to jobs overseas that offer better salaries. Because of this, DepEd declared DECS Order No. 5, s. 1998, recognizing that regular teachers and staff are to be classified differently from special education teachers and staff as they have specialized training specifically to handle students with special needs. This allowed special education teachers to be paid triple that of a regular teacher’s pay. Another issue of concern is the inadequacy of resources specifically needed to help special education students, such as instruction equipment, learning tools and aids, and re-engineered facilities.
Every child deserves to have access to high quality education. Despite all the problems related to providing adequate education resources to this minority group, the continued flourishing of schools serving students with special needs is an important part of our government’s efforts to make education more accessible and inclusive for every student, This will help narrow the inequitable divide in the Philippines.
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