Implications, Preparations and Basic Education of PWDs

By: Tiffany Tan, ASP Board Secretary

As part of the 33rd NDPR Week Celebrations with the theme “Making the Rights Real for Filipinos with Disabilities”, the National Council for Disability Affairs (NCDA) a Forum on “K to 12” Program and the Education of Persons with Disabilities. The forum was held at the CHED Auditorium, UP Diliman Campus, Quezon City on July 19, 2011. The following documents the Seminar and Forum Proper.

ASP Executive Director Ranil Sorongon (2nd from left) and other panel of reactors

“In the Philippines, 1 in 6 people who live in poverty are affected by moderate to severe disabilities,” said Mr. Rizalio R. Sanchez, Chief, Information, Education and Communication Division (IECD) of NCDA. He cited Magna Carta for PWDs or RA 7277’s Rights and Privileges , like access to quality education and assistance to PWD students. He also mentioned the Penalties for Public Ridicule and Vilification of PWD students as stipulated in RA 9442 and accessibility to students as specified in BP 344 or the Accessibility Law.

“Since we have all the ingredients here from the different sectors, and we know that the government cannot address the needs of PWDs in Education, why not drop all our knowledge together in a giant pot and cook something up,” a lady reacted to Sanchez’ report. She continued “Another is using Media to promote Education.”

Sanchez assured the lady that the forum will address some of her concerns and urged her to stay until the end of the lectures. He also sighted that TV5 has been working in partnership with NCDA to promote the rights of PWD. TV 5 was there to cover the event.

Implications, Preparations and Basic Education of PWDs

Mr. Mike Limon, Assistant Chief-IECD of NCDA, served as forum facilitator. Other invited panel of speakers as follows:

“The principles on the K to 12 Basic Education for PWDs ensures Education for All,” said Dr. Yolanda Quijano, Undersecretary Department of Education (DepEd). She sighted inclusive education, flexibility and differentiated learning system and balanced learning experiences, ensures learner-centered pedagogical approaches, holistic development.

Dr. Quijano said that DepEd is currently working on a modified curriculum framework with stakeholders. Being a long time special educator, Dr. Quijano also believes that some children with disabilities need to be mainstreamed first, then gradually integrated (for the CWD to adapt to the system) and eventually, be trained for inclusion (for the system to adapt to the CWD needs).

Dr. Isabel Inlayo, Director, Office of Student Affairs, Commission on Higher Learning (CHED), on the other hand cited, among others, the Guidelines on Student Affairs Services and Programs for PWDs, like ensuring academic accommodation and provision of programs for life skills training, counseling or testing referrals. She also mentioned scholarship programs and student financial assistance programs of the government for PWDs. According to Dr. Inlayo, as of July 2010, CHED has 133 PWD scholars around the country.

Atty. Teodoro C. Pascua, Deputy Director General for Field Operations of Technical Education and Skills Development Authority (TESDA) acknowledged that Education is key to poverty alleviation. Senior High School Students (Grades 11-12) will learn vocational and entrepreneurship skills. Together with the DepEd and CHED, TESDA is expanding the TVET or the State of Tech-Voc Education and Training Program. He cited some PWDs in Iloilo were trained in carpentry to produce chairs for the public school.

A panel of reactors followed after the presentation. Click here to continue reading.