IV.

PROBLEM STATEMENT

Education is one of the most important capital investments in any country.

Unluckily, not all children are privileged to go to school. The entitlement to education is
the most basic and important amendment in international human rights law. Education
serves as a tool for people to exercise the dynamics of other human rights. It enhances
political, economic, social, civil, and cultural rights.

Globally, the Philippines is at the bottom when it comes to supporting assistive

technologies for the disabled (Nisperos, 2016). One of the countries at the top in the
United States of America is in the state of Arizona where their Department of Education
strategically invested in assistive technology for their disabled students. The result after
a few years showed a higher increase in literacy rate among the students (Lynch,
2016). While in the Philippines, only one (1) of 20 Filipino PWDs has access to assistive
devices while 95% or 1.2 million have unmet needs for assistive technology. The data
given shows that assistive technology can play an important role in special education
because many students with disabilities need special instructional treatment. A number
of assistive technology devices and software are available that, with careful planning
and guidance, can benefit students with disabilities (Duhaney & Duhaney).

In the Philippines, the amount calculated by the 2010 Census of Population and
Housing (CPH, 2010) appears that there are about 1.57% of the country’s population
that have disabilities. That is approximately 1.443 million Filipinos and 18.9% of that
number are composed of children aged 0-14 years old.

A significant number of Filipino children with disabilities have not attended school
because of safety and security reasons, financial troubles faced by households or has
no access to educational facilities (i.e., SPED centers or qualified instructors) (Mori et
al., 2015). School infrastructures, roads and transport system in the Philippines are
generally not PWD-friendly, especially for the mobility-impaired (Reyes, 2015) resulting
to lower literacy and school participation rates among disabled children compared to
non-disabled children.
 In 2013, the government mandated a Medium Strategic Plan (2013-2017) that
was intended to strengthen the existing health and wellness, and education programs
for PWDs. However, based on the research done for the purpose (Cuevas, 2011) there
were operational issues and lapses identified that need to be addressed. Included
among others are, to reinforce multi-sectoral action to systemize the work done by the
stakeholders; clarify responsibilities of the concerned local authorities for the PWDs;
strengthen national capacity, both structural and manpower, to provide rehabilitation
services for PWDs from primary to advanced level of care, develop access to
technological devices and registration database for PWDs.

The Department of Social Welfare and Development (DSWD) has allocated

₱11.1 million specifically intended for senior citizen with disabilities which was
announced for the 2021 budget (Atienza, 2020) and this amount is solely for assistive
devices alone. Among these devices are talking laptop and tablets, talking canes and
smart canes, and Braille system for the blind and visually impaired; hearing aids with
beam forming technology, customized headphones, and cochlear implant for deaf and
hearing impaired; motorized wheelchair, customized wheelchair, tri-wheelchair bike,
talking watch, customized artificial eyes, and neuro-prosthesis for the orthopedically and
physically challenged.

PWD students would have a chance of equal right to education with the help of
the implementation of Magna Carta for PWDs RA 10070 and among others. However,
with the lack of reinforcement and awareness to PWDs and their families about the
various programs and government support mechanisms such as special education
programs, trainings, employment, and livelihood programs, this resulted to lower literacy
rates, and generally have lower educational attainment for PWD children in the
Philippines.

The persons with disability sector is among the most affected by the COVID-19
pandemic in the country and children are no exemption from them. To be able to give
assistance to regain and develop their social and educational enhancement, programs
and policies should also include the minority because for every child with learning
disabilities, assistive technology, educational programs, and other wellness services,
that are tailored for their needs, could be ways to eliminate obstacles in their learning
journey (Adebisi, 2015).

V. POLICY STATEMENT

1. VISION

Active participation and contributors in their respective economies through education,

inclusion, and participation.

2. MISSION

This policy aims enhance and realign inclusive education that caters different needs of
learners with disabilities.

3. DEFINED TERMS

 Disability – refers to any restriction or lack of ability (resulting from impairment) to

perform an activity in the manner or within the range considered normal for a
human being.
 PWDs – Persons with Disabilities. The people who possess impairments.
 Assistive Technology (AT) – any item that is used to maintain or improve the
functioning of a child with a disability.

4. COVERED PARTIES

All PWD learners of elementary level that have impairments associated with disabilities
whether physical, mental, or sensory motor impairment such as partial or total
blindness, low vision, partial or deafness, oral defect, having missing limb/s, mild or
severe cerebral palsy, retarded, mentally ill, mental retardation, and multiple
impairment.

5. RESPONSIBLE PARTIES

The local sector specifically the DSWD are in charge of distributing and monitoring the
budget and services given to all the beneficiaries.
6. BENEFITS/INCLUSIONS

Every PWD must receive medical care, therapy, and assistive technologies, they should
begin as early as possible and be made available as close as possible to where people
with disabilities live.

7. ACTION FRAMEWORK

a. An assistive technology evaluation conducted by a professional, knowledgeable in

regular and assistive technology, is needed to determine whether a learner requires
assistive technology devices and services and should be specified in the learner’s
instructional plans.

b. The qualified beneficiaries must receive an Identification card that can be presented
as a valid ID and that can be scanned in their IDs for easy access. All their data must be
placed in a collective database where their medical history or personal background is
stored.

c. Assistive technologies that will be given include wheelchairs, scooters, walkers,

canes, crutches, prosthetic devices, orthotic devices, hearing aids, computer or
electrical assistive devices, voice recognition programs, screen readers, and screen
enlargement applications, automatic page-turners, book holders, and adapted pencil
grips. With an evaluation conducted by a professional, these devices must match with
the learners’ needs.

d. Families of the PWDs are entitled to comment, suggest, or overrule for any notions
that their beneficiary needs. Surveys must be taken at least every month for monitoring
whether the services given are effective or not. The data collected must be used to
determine the trend of their performance in school so that the policy can work on the
factors that needs to be improved.

e. Status and compliance to Republic Act No. 10070 or the Magna Carta for Disabled
Person should be look into. Along this line, regular review should be done by National
Council for Disability Affairs.