Stories from the Philippines
What do students with disabilities think and feel about this?
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Students with disabilities currently enrolled in general education classes in public elementary schools in Negros Oriental, Philippines, express their thoughts about their education, and share their appreciation and tribute to schools and teachers who have been very dedicated and passionate especially in accommodating those with special needs in their respective classes.
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“My name is Abegail Alviola. I am 14 years old. I live in Liptong, Bacong, Negros Oriental. I am a grade V student in Liptong Elementary School. I am a person who is totally blind. I am so happy because I am enrolled in a regular class together with the regular students. Even if I cannot see, my classmates and teachers, and the school in general treat me like a regular person and I am part of the group. I feel that I belong. I feel that I am being accepted. My teachers really work hard for me. They started learning the Braille so that they can guide me. They spend some time preparing for my class lessons so that I will learn more. They also make sure that I am not left behind in class. They also call me to participate in different class activities. My teachers in Liptong Elementary School are my inspiration. I want to thank them for accepting and considering me as a part of their family. In return, I will do my best so that my teachers and my school will be proud of me. Even if I am blind, I can do something that will make my family, teachers, and school proud.”
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“My favourite teacher is so kind to me and she loves me so much. In school, I am so happy because even if I have a disability, my classmates love who I am. They love to play with me. They always volunteer to help me out especially in doing class activities.” – Mark Paul Flores, student with cerebral palsy
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“I have been a student in Bulak Elementary School in Dauin since Grade III. My teachers and classmates are so kind to me and they always help me out in school. Even if I have cerebral palsy, they believe in my talent. They always give me the opportunity to show it to the people by asking me to sing “Hawak Kamay” (“Hold Hands Together”) in all school activities. The people around me especially those in my school give me the confidence that I should be proud to show my talent that God has given me.” – Angel Dyan Alampay, student with cerebral palsy.
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“I would like to thank my very lovable teachers and my school because they teach me how to become a good girl.” – Judy Mae Intruso, student with cerebral palsy
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“I am Dave Bryan Teves and I have autism. At first, my teachers did not understand me because of my behaviour but because they were informed about my disability, they have changed their treatment to me. They are very understanding. They always ask me to participate in the different activities in school, especially singing. They also teach my classmates and schoolmates about my disability so that they will know”. – Dave Bryan Teves, student with autism
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Many students with disabilities have been included in the general education classes in public schools together with the regular children. This process is known as inclusive education. This is also a process of responding to the diversity of ALL learners in the classroom.
In the Philippines, education has always been seen as an important aspect in life. Therefore, it should be given to ALL regardless of gender, religion, status, ethnicity, or disability. As expressed by a student with physical disability, “I may use a wheelchair, but it is my intellect that takes me places.”
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As a part of the Youth Advocacy Group for the United Nations’ Education First, OBESSU gets to partake in the avenue for exchanging experiences on different topics in education from all parts of the globe. This article is written by Rolando Villamero Jr., the program coordinator of the Great Physician Rehabilitation Foundation from the Philippines, about the experiences that students with disabilities are having on these islands. All the views and opinions presented in this article are solely those of the author and do not necessarily represent those of OBESSU.
