Lacson: Advocating inclusive education

I AM sure that many of you have been aware either just recently or long ago that one of Science’s forerunner Albert Einstein is believed to have a special need. And yet, we are all in awe of his remarkable contributions in science and mathematics.

With the seemingly increasing number of children diagnosed with various kinds of disabilities, the call to address their needs is put on a heightened note. While private institutions and other special care centers have been providing services to most of these kids, the demand to avail these same services such as special classes and therapy sessions in public schools have also been felt as the cost of these services have been costly for most families.

During school year 2015-2016, DepEd recorded around 250,000 enrollees with certain exceptionalities at the elementary level and around 100,000 at the high school level.

According to the DepEd Enhanced Basic Education Information System (EBEIS), a total of 4,771 elementary SPED students and 1996 secondary SPED students in Region III were enrolled during the School Year 2016-2017 in the 178 SPED Centers in the region.

Learners with special needs for the longest time have been compelled to be separated from regular schooling, and thus are given special education. Through the years, this practice has caused a great divide between regular and "special" education, causing stereotyping and even discrimination either docile or downright ruthless.

But what we opt to give to these children is actually the opportunity and the sense of belongingness, making them feel that they are not at all different from others. In fact, this is a good way to help them improve their behavior and other quirks through modelling of typical positive actions in most places such as schools.

Research reveals that when children with disabilities are able to mingle and participate in schooling together with those without special needs, the results are indeed remarkable. This is the true essence of inclusive education.

So that when a school does not look into these abilities and even 'dis'abilities, and welcome all students regardless of socio-ecomonic status, religion, nationality, and even the so-called special needs, it is indeed an inclusive school.

According to PBS Parents, these are the principles that guide quality inclusive education:

All children belong.

Inclusive education is based on the simple idea that every child and family is valued equally and deserves the same opportunities and experiences. Inclusive education is about children with disabilities – whether the disability is mild or severe, hidden or obvious – participating in everyday activities, just like they would if their disability were not present. It’s about building friendships, membership and having opportunities just like everyone else.

All children learn in different ways.

Inclusion is about providing the help children need to learn and participate in meaningful ways. Sometimes, help from friends or teachers works best. Other times, specially designed materials or technology can help. The key is to give only as much help as needed.

It is every child’s right to be included.

Inclusive education is a child’s right, not a privilege. It is the policy of the State to protect and promote the rights of Children and Youth with Special Needs (CYSNs) to quality education and to take appropriate steps to make such education accessible to them. The State recognizes their vital role in society and endeavors to include their needs as an integral part of national development strategies.

I want to end with this beautiful quote: “Children with disabilities are like butterflies with a broken wing. They are just as beautiful as all others, but they need help to spread their wings.”

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