INTRODUCTION

The World Health Organization and the World Bank estimate that one billion people experience some
form of disability. Of those, it is estimated that 93 to 150 million are children. According to Plan
International These children are 10 times less likely to go to school than other children and when they
do attend school, they are likely to be in a segregated setting. The Global Partnership for Education
estimates that 90% of children with disabilities in low and lower-middle income countries do not go to
school. In 2016 the UN reported that less than half of the world’s six million refugee children were in
school whilst in a report on the education of Syrian refugee children, Human Rights Watch identified
that refugee children with disabilities faced particular and ongoing barriers to school enrolment.

Historically, children with disabilities have been excluded from the general education system and placed
in ‘special schools. In some cases, they are separated from their families and placed in long-term
residential institutions where they are educated in isolation from the community, if they are educated at
all. Both practices persist in many regions, for example, Eastern Europe has the highest number of
institutionalized children in the world and a child with a disability is almost 17 times more likely to be
institutionalized than other children (UNICEF, 2012).

Children with disabilities have very low rates of initial enrolment. Even if they do attend school, children
with disabilities are more likely to drop out and leave school early without transitioning to secondary
school and beyond (GCE, Equal right, equal opportunity report, 2014). Children with disabilities are also
at increased risk of school violence and bullying, preventing the safe enjoyment of their right to
education (UNESCO, School violence and bullying: Global status report, 2016).
BACKGROUND OF THE STUDY

The study notes that education systems should forbid the denial of admission into mainstream schools
on the basis of disability, promote the transfer of students with disabilities from special to mainstream
schools, and guarantee non-discrimination by providing reasonable accommodation. This means that a
school will have to make appropriate adjustments where needed to ensure that a student with disability
access and participate in education on an equal basis with the other students.

Schools curricula, pedagogies and testing methods should be adapted to ensure that students with
disabilities have access to an inclusive, quality and free primary and secondary education on an equal
basis with others.

Measures should be put in place to eliminate attitudinal, physical, socio-economic, and communication
barriers for students with disabilities who should also receive the adequate support, including
individualized support, to facilitate their effective education. Further, their opportunity to acquire life
and social development skills - such as learning of Braille and sign language - should be ensured.

The study also recommends the employment of teachers who are qualified in sign language and Braille,
and the training of professionals who work at all levels of education in disability awareness and the use
of appropriate communication and educational techniques.

After secondary education, persons with disabilities should have access to lifelong learning that
appropriately responds to their continued educational needs.

The study further acknowledges that establishing inclusive education systems would require adopting
immediate non-discrimination measures alongside the transformation of existing legislative and policy
framework with the full involvement of persons with disabilities.

It also advocates for the adoption of an inclusive education goal in the new framework that will replace
the Millennium Development Goals in 2015, to further contribute to ending exclusion of students with
disabilities and ensure quality lifelong learning for all.
PROBLEM SETTING

Students with disabilities continue to encounter physical barriers to educational services, such as a lack
of ramps and/or elevators in multi-level school buildings, heavy doors, inaccessible washrooms, and/or
inaccessible transportation to and from school. Students at the post-secondary level also experience
difficulty in securing accessible students housing. Students with disabilities continue to encounter
physical barriers to educational services, such as a lack of ramps and/or elevators in multi-level school
buildings, heavy doors, inaccessible washrooms, and/or inaccessible transportation to and from school.
Students at the post-secondary level also experience difficulty in securing accessible students housing.
Accommodation is not always provided in a timely manner, is often insufficient, and sometimes not
provided at all. At the elementary and secondary levels, other difficulties include: delays at many
stages of the accommodation process, a large backlog in the processing of claims for special education
funding, long waiting lists for professional assessments, and delays in the provision of special education
programs and services. At the post-secondary level, information about services and supports is not
always accessible, there are delays in accessing accommodations, and the right of students to
confidentiality is not always respected.

At the elementary and secondary levels, some education providers are relying on blanket approaches to
accommodation, rather than assessing each student on an individual basis. Some funding schemes rely
on pre-set categories and labels, and emphasize student "weakness" rather than strength. Suspension
and expulsion policies are at times rigidly applied and do not take into account a student’s individual
circumstances. At all levels of education, there needs to be a greater recognition of the context in which
discrimination occurs. Not all students will experience discrimination in the same way. For example,
some students with disabilities are also members of other historically disadvantaged groups, and thus
may experience discrimination on more than one ground. The dispute resolution mechanisms that exist
to deal with accommodation issues are often ineffective, and disputes about accommodation are often
causing students to lose time in school, and are increasingly ending up at the Ontario Human Rights
Commission as complaints. At the elementary and secondary levels, the appeal process for decisions
regarding identification and/or placement of exceptional students is cumbersome, time-consuming and
overly litigious, and does not allow for appeals regarding programs and services. At the post-secondary
level, processes for resolving disputes are inconsistent, time-consuming, and often, place the onus of
proof on students themselves to show that an accommodation would not cause undue hardship.
STATEMENT OF THE PROBLEM

Students with disabilities continue to face negative attitudes and stereotypes in the education system.
Lack of knowledge about and sensitivity to disability issues on the part of some educators, staff and
students can make it difficult for students with disabilities to access educational services equally despite
of that they are likely to be unemployed or earn less than non-disabled people and be in jobs with poor
promotional prospects and working conditions, especially if they are women. Many works in the
unprotected, informal economy. Few have access to skills development and other opportunities that
would enable them to earn a decent living.

The potential of very many disabled women and men remains untapped and unrecognized, leaving a
majority living in poverty, dependence and social exclusion. Excluding disabled persons from the world
of work has costs for societies, in terms of their productive potential, the cost of disability benefits and
pensions and implications for their families and careers. The International Labour Organization (ILO)
estimates that this exclusion may cost countries between 1 to 7 per cent of GDP. Promoting equality of
opportunity for – and inclusion of – people with disabilities is central to social and economic
development, emergence from the global financial and economic crisis and achievement of the
Millennium Development Goals.
OBJECTIVES OF THE STUDY

The objective is to promote equality so that everyone can be treated fairly and have equal opportunity,
it will have a better and able to contribute socially and economically to the community, to enhance
growth and prosperity. To lift their Confidence which is an equal and fair society is likely to be safer by
reducing entrenched social and economic disadvantage. Social protection plays a key role in realizing the
rights of persons with disabilities of all ages: providing them with an adequate standard of living, a basic
level of income security thus, reducing levels of poverty and vulnerability. Moreover, mainstream
and/or specific social protection schemes concerning persons with disabilities can have a major role in
promoting their independence and inclusion by meeting their specific needs and supporting their social
participation in a non-discriminatory manner. These social protection measures may include poverty
reduction schemes, cash transfer programmes, social and health insurance, public work programmes,
housing programmes, disability pensions and mobility grants.

Social protection from a rights-based approach must accommodate the needs of persons with
disabilities. Traditional disability-related social welfare schemes have mainly focused on poverty rather
than taking into account specific challenges faced by persons with disabilities; particularly active
participation in education, access to health and employment. Previous methods of addressing benefits
for persons with disabilities have shown limited progress in overcoming the deeply rooted social
structures and practices that hinder opportunities for persons with disabilities. Consequently, social
protection needs to move beyond traditional welfare approaches to intervention systems that promote
active citizenship, social inclusion and community participation while avoiding paternalism and
dependence.
DEFINITION OF TERMS

PERSON WITH DISABILITIES

The term persons with disabilities is used to apply to all persons with disabilities including those who
have long-term physical, mental, intellectual or sensory impairments.

EQUALITY

the state of being equal, especially in status, rights, and opportunities.

HUMAN RIGHTS

are rights inherent to all human beings, regardless of race, sex, nationality, ethnicity, language, religion,
or any other status. Human rights include the right to life and liberty, freedom from slavery and torture,
freedom of opinion and expression, the right to work and education, and many more.

EDUCATION SYSTEM

generally refers to public schooling, not private schooling, and more commonly to kindergarten through
high school programs. Schools or school districts are typically the smallest recognized form of
“education system” and countries are the largest.

FREEDOM

the power or right to act, speak, or think as one wants without hindrance or restraint.
ASSUMPTIONS

A cross-sectional study was conducted among 2912 PWD, 507 caregivers, and 354 members of the
public in Guangzhou, China. Data were collected on participants’ socio-demographic information and
personal attitudes toward disability using the Attitude to Disability Scale (ADS). ANOVA and ANCOVA
were applied to compare the level of attitude among the three groups. Simple and multiple linear
regression analyses were used to investigate the relationship between each background factor and
attitude within each group.

Over 90 % of caregivers were PWD’s family members. After controlling the socio-demographic
characteristics, caregivers had the lowest total scores of ADS (caregivers: 47.7; PWD: 52.3; the public:
50.5). Caregivers who had taken care of PWD for longer durations of time had a more negative attitude
toward disability. In contrast, PWD who had been disabled for longer times had a more positive attitude
toward disability.

The current national social security system of China does not adequately support PWD’s family-member
caregivers who may need assistance coping with their life with PWDs. More research is needed, and the
development of a new health-care model for PWD is warranted.
IMPORTANCE OF THE STUDY

There are over 2.4 million individuals that have been diagnosed with a learning disability. Research,
however, shows that one in five individuals presents with a learning disability. These learning
disabilities, although present since birth, often go undetected until a child reaches school age and
academic tasks are asked of them. This is, however, changing due to research being done at the Gaablab
in Boston. Nadine Gaab, an associate professor of pediatrics out of Boston Children’s Hospital, has been
working to identify pre-markers to learning disabilities in the infant brain. She has been able to identify
several pre-markers for developmental dyslexia and attention deficit hyperactivity disorder in
individuals as young as six months of age.3 This is important research because it could mean that we
could take a proactive rather than a remedial approach to teaching skills associated with specific
learning disabilities. Until the time comes, however, where every infant can be screened in this
fashion—we must rely on our schools to be aware of learning disabilities, identify them appropriately,
and deliver research-based instruction so that students make progress in all curriculum areas.

Schools, and more specifically educators, have an important role to play in identifying individuals with
learning disabilities. Educators should be doing this through taking data on how students are doing with
curriculum-based assessments (CBAs). This is part of the Response to Intervention (RTI) process that the
Individuals with Disabilities Education Improvement Act of 2004 (IDEA) lays out. In this RTI process,
teachers need to look at why the student might be struggling in a particular area. They have to ask
questions, such as: Is it my instruction? Does the student have gaps in knowledge due to missing large
amounts of schooling? Are there pre-requisite skills I need to go back and teach? Is there something else
(maybe neurologically-based, like a learning disability) at play here? Teachers must answer these
questions by adapting their teaching and continuing to assess if a student is making progress or not, and
if this progress is “effective”. As an educator answers these questions, they have to be aware of learning
disabilities; this has to be considered as one of the reasons a student is not making effective progress in
the curriculum and/or is having difficulty in a particular subject area and, therefore, may need
accommodations to provide access to the curriculum in this area.
REVIEW OF RELATED LITERATURE

According to the International Classification of Functioning, Disability, and Health (ICF), there
are three areas that comprise the term ‘disability’. These are impairment, activity limitation, and
participation restriction. An impairment is a problem a person encounters with his or her physical
or mental function. An activity limitation is a struggle a person goes through in performing a
particular activity. A participation restriction is a person’s inability to be properly involved in
everyday situations. Hence, persons with disabilities are individuals suffering from any physical
or mental condition that puts restrictions on their capacity to do certain tasks and immerse
themselves in their environment. Disabled people are large minority groups, starved of services
and mostly ignored by society, live in isolation, segregation, poverty, charity and even pity.
Disability includes blindness, low vision, leprosy-cured, hearing impairment, loco motor
disability, mental retardation and mental illness. Due to discrimination, they do not go to public
places and not free to get those rights which a non-disabled person gets. They are deprived of
education and employment. Persons with disabilities continue to face barriers that prevent them
from enjoying their full civil, political, economic, social, cultural and developmental rights. This is
largely due to lack of awareness, ignorance and prejudice in our society. It is also because
some legislation fails to protect the rights of persons with disabilities.
In the Philippines, we have the Republic Act 7277 (Magna Carta for Disabled Persons, and for
Other Purposes), a law that ensures persons with disabilities have the access to education.
Despite this, getting a quality education is still an uphill battle for someone who has a disability.
Quality education doesn’t only mean accepting students in schools, accommodation, true
inclusion, and support must be given to the student for them to thrive. Uneducated people,
disabled or not, do not easily find a job unless they work as manual laborers, delivery boys, etc.
These tasks are impossible to complete, especially for people with walking disabilities,
blindness, etc. The problem with education for disabled people is that none of them chose not to
be educated. Circumstances sometimes may have forced such people to go their entire lives
without an education simply because their parents did not want them to go through the stigma,
or they could not comprehend what was being taught. However, many disabled people
complete their studies and even acquire lucrative degrees that see them working in nationally-
recognized organizations. However, it is not always as easy as it sounds because some
organizations would instead hire a non-disabled high-school graduate than a disabled degree
holder.
CONCEPTUAL FRAMEWORK

People with disabilities have the right to effective access to justice on an equal basis with
others, including through the provision of appropriate accommodations. People with disabilities
have the right to liberty and security of person on an equal basis with others. When we see a
person outside of their element, we tend to forget that he/she's life is a culmination of different
sides and not just how we see them in an isolated environment. Sometimes people can forget
that a person with a disability is first and foremost a human being with desires, talents, skills,
heartache and loss, just like everyone else. At the basis of every person are the similarities we
all share for being human, and that includes people with disabilities.
 Castro 1

Topic: EDUCATIONAL INSTITUTION FOR PWD’S

Annotated Bibliography

Ambiong, J. (2020, September 28). Barriers and Challenges of Obtaining Quality Education for Students
with Disabilities in the Philippines. RUSH GLOBAL IMPACT. Retrieved August 19, 2022, from
https://www.ruhglobal.com/barriers-and-challenges-of-obtaining-quality-education-for-students-with-
disabilities-in-the-philippines/

This Article written by Ambiong says there is still much to be done in the Philippines in
terms of inclusive education. advocates like Ms. Alphalyn, Ms. Irish, and Ms. Madonna offer
people hope. As allies, we have institutions like the Institute for Inclusive Educations and others.
We must continue to collaborate until all of these obstacles are removed. Our nation's schools need
to understand that students with disabilities are not an additional burden. PwD offer a viewpoint
on life and an insight that many others do not have. When their school administrators and
instructors support them in achieving their greatest potential, they contribute so much value to the
classroom and society.

Japanese Society for Rehabilitation of Persons with Disabilities. (2015). A Glimpse of the Employment
Status of Persons with Dsabilities in the Philippines from a Cebuano Perspective. DINE. Retrieved
August 18, 2022, from
https://www.dinf.ne.jp/doc/english/asia/resource/z00ap/vol5no1/glimpse.html?fbclid=IwAR2OVNcipfUj
Fg6pv9tT9ubX8foHkkDzUImU_nHLVGfCqyTBPUBQYHkOZUM

In the current environment of economic hardship, the picture of employment among Filipinos
with disabilities is not a pretty one. A person with a disability (PWD) must deal with a variety of
challenges here in the Philippines, including poverty, a lack of financial and environmental access
to high-quality education, etc. Even though the government is aware of the poorly organized
services and is even unable to meet his demands, it is hesitant to address them. The government's
and non-governmental organizations' (NGOs) efforts, as well as those of self-help groups led by
people with disabilities (PWDs), are scarcely sufficient to equip a PWD for long-term employment
that is both competitive and lucrative. He consistently falls behind the group. In this country, the
idea of equal opportunity still exists.

Castro 2

Buenaobra, M. (2022, October 26). Overcoming Disability Challenges in the Philippines. The Asia
Foundation. Retrieved August 22, 2022, from https://asiafoundation.org/2011/10/26/overcoming-
disability-challenges-in-the-philippines/

The Foundation will run an awareness campaign to motivate individuals with disabilities to register
and vote in the next elections, in order to overcome the barriers that hinder them from exercising
their rights. The "Fully Abled Nation" campaign will encourage collaboration among NGOs, local
governments, the commercial sector, and the media in order to build public support for disability-
inclusive elections. More significantly, understanding that family members play a crucial role in
recognizing that individuals with disabilities have the same right as everyone else to participate in
society encourages parents with disabled children to join in the larger movement for disability-
inclusive development. Hopefully, by starting with electoral reform, we can strive toward full
participation and equal rights and opportunities for individuals with disabilities.

Velasco, J. (2021, August 18). COVID-19 and persons with disabilities in the Philippines: A
policy analysis. National Library of Medicine. Retrieved August 22, 2022, from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8501486/
The pandemic of coronavirus disease 2019 (COVID-19) requires an immediate reaction. Persons
with disabilities (PWDs) are among the most vulnerable groups to marginalization. While the
Philippines already has rules in place to help with basic requirements, a call for inclusion in
policymaking for the COVID-19 response is strongly encouraged. The purpose of this research is
to examine existing policy guidelines affecting the welfare of PWDs in the country across many
policy sectors.
International Labour Organization. (2022). An advocate for disability inclusion in the Philippines.
Retrieved August 22, 2022, from https://www.ilo.org/asia/media-centre/news/WCMS_840467/lang--
en/index.htm?fbclid=IwAR1RiaLdnLQa--KNi2rx1MaajIIKcL1PQsNZw4pUucDRGpdlJCTaiO6GrwQ
As part of the ILO-UK Skills for Prosperity Programme, Maria Criselda Bisda has become a major voice
for disability inclusion in technical and vocational education.