A PROPOSED INCLUSIVE LEARNING AND RESOURCE CENTER SPECIALIZING IN LEARNING AND

INTELLECTUAL DISABILITIES FOR CHILDREN WITH SPECIAL NEEDS IN QUEZON CITY

A Thesis Presented to the

Department of Architecture
College of Architecture and Fine Arts
Technological University of the Philippines
Manila

In Partial Fulfillment
of Requirements for the Degree of
BACHELOR OF SCIENCE IN ARCHITECTURE

VIENCI HAYA T. ALBA

BSA 5C

AR. JARINA LYDIA O. PICHAY

Adviser

S.Y. 2023-2024
 CHAPTER 01
INTRODUCTION

1.1 Introduction
Children with special needs (CSNs) in the Philippines face numerous challenges that impede their
ability to realize their full potential. Despite their and their families’ efforts to improve their situation,
many children still lack the means to acquire basic needs such as education, healthcare, and other
opportunities often due to poverty. 1 In addition, social stigma, and discrimination against people with
disabilities continue, making it even more difficult for these children to thrive. As a result, this brings
more stress upon the families of CSNs (most especially the parents/main caretakers) which also affect
their quality of life (QOL).2 According to a recent study by the United Nations Children's Fund 3,
there are approximately 1.6 million Filipino children in the nation who have special needs or
disabilities. According to expert diagnoses and manifestations 4, intellectual impairments are the most
common type of disability. The largest number of special needs learners/learners with disabilities
(LWD) (those under the age of 18) admitted to regular classes was recorded in Region IV-A (34,644
or 14 percent) and the National Capital Region (NCR) (33,977 or 14 percent). 5 Although there are the
most SPED centers in the NCR (247, or 27.5%) of all regions, 51% of DepEd school buildings are
still "inaccessible" to people with disabilities. 6 This shows the need for more facilities since NCR is
the most populated region in Luzon and by far in the whole country 7 and is therefore home to more
findings of unmet needs regarding this aspect. Leading with this, Quezon City is the most densely
populated city in NCR and even in the whole country. 8 Population and economic development (an
umbrella term for each constituent of a community to achieve a sustainable quality of life) are closely
linked. According to a recent study from China, an underdeveloped country with a high population
density when combined produces a shortage of government interventions within groups that need it
most.9 The local (city) government recognizes this and has thus created ordinances to meet those
needs. This only highlights the need to address the gaps in providing city-level tailor fit services for
children with special needs in Quezon City, NCR.

1
Taylor N. Downey. ”Children with Special Needs and the Effect on the Family” (2016). 23.
2
Ivan Neil B. Gomez and Marie Grace Gomez, “QOL of Parents of Filipino Children with Special Needs” (July-
December 2013). 55.
3
UNICEF. “Cost of Raising Children with Disabilities in the Philippines” (2022).
4
DepEd Datasets. “Learners with Exceptionalities Mainstreamed in Regular Classes by Region” (2017).
5
DepEd Datasets. “Learners with Exceptionalities Mainstreamed in Regular Classes by Region” (2017).
6
National Council on Disability Affairs, “Number SPED Centers in the Philippines by Region” (2021).
7
DENR, “Regional Profile, National Capital Region”.
8
World Atlas. “5 Biggest Cities in the Philippines.”
9
Renkou Yanjiu. “On the Relations of Population Growth and Economic Development.” (2016).

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1.2 Background of the Study

A. UN on CSNs and CSNs’ Families

Special needs and disabled children are ubiquitous in all communities. They all experience a fair
share of internal and external hardships and obstacles in life. Families and others outside of their
social circle discriminate against them, which is significant as an act of emotional violence. 10 In
addition, studies that are currently available reveal an incredibly high frequency of violence
against children with disabilities, ranging from a higher propensity for physical and mental abuse
at a young age to a higher propensity for sexual abuse as they approach puberty (despite the lack
of information and studies in this area). 11 As a strategy, UN has come up with the following to
address this problem:

1. The Sustainable Development Agenda (16.2) includes a specific goal to put an end to all
forms of violence against children for the first time. 12 The SDGs convey a shared sense of
purpose and give new momentum to global efforts. All without leaving a single child behind.
The following specific goals fall under the category of this social issue:
a. SDG 4: “Quality Education”;
b. SDG 8: “Decent Work and Economic Growth”;
c. SDG 10: “Reduced Inequalities”; and
d. SDG 11: “Sustainable Cities and Communities.”
2. Every child, including those with disabilities, is entitled to protection from all forms of
violence, according to the Convention on the Rights of the Child. 13 It is mandatory for
states to implement all suitable measures to guarantee the impartial protection of children's
rights.
3. The Convention on the Rights of Persons with Disabilities states that everyone with a
disability, including children, should be protected from "all forms of exploitation, violence,
and abuse" and have access to all human rights and fundamental freedoms. 14

Another factor considered in this research is the correlation between age and the severity of a
disability. Early childhood is when most people with learning and intellectual disabilities (as well
as those on the autism spectrum) first show symptoms. 15 Furthermore, the 2016 National

10
National Domestic Violence Hotline. “What is Emotional Abuse?”
11
UN Special Representative of the Secretary-General on Violence Against Children. “Children with Disabilities.”
12
United Nations. “SDGs and Disability”.
13
United Nations. “Convention on the Rights of the Child.”
14
United Nations. “Convention on the Rights of Persons with Disabilities.”
15
K. McGoey. “Effect of Life Skills Training om Social Skills of Hearing-Impaired Students” (28-34).

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 Disability Prevalence Survey, released by the Philippine Statistics Authority, demonstrates that
the severity of a disability may worsen with age if it is not treated, misdiagnosed, or has its needs
not met.16 Figure 1.1 illustrates how the prevalence of severe disability rises with age: among
those in the 15–19 age group, it was 5%, but among the oldest age group, those 65 and older, it
was 38%.

38
21
19
18
10

9
8

7
6
5

1 5 -1 9 2 0 -2 4 2 5 -2 9 3 0 -3 4 3 5 -3 9 4 0 -4 4 4 5 -4 9 5 0 -5 4 5 5 -5 9 6 0 -6 4 6 5 an d
o v er

Figure 1.1. Severe Disability by Age Group (Source: PSA)

This necessitates that emphasis must be placed on addressing these deficits in children, first and
foremost, as it can incur long-term benefits for the growing individual with disability in terms of
academic, social, and emotional components, and their families.

16
PSA. “2016 National Disability Prevalence Survey” (31).

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 B. Children with Disabilities and Most Prevalent Impairments

Children with disabilities have the same right as all other children. However, children who
already bear the burden of disability still face many obstacles and challenges in realizing these
rights. UNICEF states that these challenges are often discrimination, the risk of being
institutionalized and thus being neglected and abused, poverty, and exclusion from opportunities
for participation (in the community and society).17

UNICEF’s study on the UN Children’s Fund estimates that there are about 1.6 million children
with disabilities in the Philippines, 18 to which the Department of Education supplements this
information with stating that by specialist, intellectual disabilities (IDs) are the most prevalent in
the country; and that by manifestation, learners with difficulty in remembering, concentrating,
and paying attention and understanding have the highest numbers. 19 The tables for this data is
shown below.

EXCEPTIONALITY/DISABILITY K-G6 G7-12 TOTAL

With Diagnosis from Specialist

Visual Impairment 5,707 13,828 19,535

Hearing Impairment 9,305 4,060 13,356

Learning Disability 7,801 3,960 11,761

Intellectual Disability 20,377 1,823 22,200

Autism Spectrum Disorder 8,249 642 8,891

Emotional-Behavioral Disorder 2,248 2,067 4,315

Orthopedic/Physical Disability 1,647 1,898 3,545

Speech/Language Disorder 3,861 2,707 6,568

Cerebral Palsy 1,916 366 2,282

Special Health Problem/Chronic Illness 1,382 6,916 8,298

Multiple Disabilities 969 413 1,382

Subtotal 63,462 38,680 102,142

17
UNICEF Fact Sheet, “Children with Disabilities”. 01.
18
Cost of Raising Children with Disabilities in the Philippines, UNICEF 2022.
19
DepEd Datasets. “Learners with Exceptionalities Mainstreamed in Regular Classes by Region” (2017).

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 Table 1.1. Exceptionalities in Mainstream Classes,
With Diagnosis from Specialist, SY 2016-2017.
(Source: DepEd Datasets)
EXCEPTIONALITY/DISABILITY K-G6 G7-12 TOTAL

Based on Manifestation

Difficulty Seeing 9,930 31,387 41,317

Difficulty Hearing 2,140 5,935 8,075

Difficulty in Mobility 1,766 2,716 4,482

Difficulty Remembering, Concentrating, 22,562 41,776 64,338

and Understanding

Difficulty Communicating 4,885 7,736 64,338

Subtotal 41,283 89,550 130,883

Table 1.2. Learners with Exceptionalities in Mainstream Classes,

Based on Manifestation, SY 2016-2017.
(Source: DepEd Datasets)

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 These manifestations fall under the category of a learning disability. 20 This means that both
learning and intellectual incapacities are the most predominant disabilities in the Philippines.
DepEd also estimated in 2017 that the National Capital Region ranked second as the region with
the highest number of learners with exceptionalities integrated into mainstream education
systems, at 14.6% (33,977).

The consideration of the manifestation of these symptoms is important to include since the
researcher acknowledges that the less fortunate population are less capable of acquiring a proper
physician diagnosis due to poverty and inaccessibility of these services for this specific branch of
healthcare. Taking this into account this detail will stir the consciousness of the public and further
encourage the less fortunate families and caretakers of CSNs with IDs and LDs to take part in the
services tailor-fit for them.

20
Learning Disabilities Association of America. “What are Learning Disabilities?”.

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 C. IDs and LDs in NCR and in Quezon City

There are very few statistical data regarding the profile for CSNs in the National Capital Region.
However, the Department of Education has released a 2016 update on the profile of SPED
Centers and number of exceptional learners mainstreamed in regular education programs.

REGION CSNs No. of SPED Centers PERCENTAGE RATIO

Mainstreamed PUBLIC PRIVATE TOTAL PUBLIC PRIVATE
in Regular
Education
Programs
National Capital 33,977 129 118 247 52.2% 47.8% 1:137.6
Region (NCR)

Region IV-A 141 130 271 52.1% 47.9% 1:102.7

(CALABARZON) 34,644

Table 1.3. Ratio of CSNs in NCR and CALABARZON and Available SPED Centers as of 2016
(Source: DepEd Datasets)21

According to the tabulated data above, CALABARZON has a higher number of CSNs compared
to NCR. However, after a computation of the percentage and ratio of centers to target users, it is
shown that NCR has a greater need for the availability of SPED Centers or ILRCs. It is also
observed that NCR has a higher number of public centers compared to private, but Quezon City is
the only city in the region that only has one (1) local government owned ILRC.22

Despite not being the nation's capital, Quezon City is the most populated city in the Philippines,
home to almost 2.9 million people. 23 As stated in the introduction, high populations have higher
demand to meet the needs of more vulnerable groups within a society. According to the Quezon
City Hall, IDs are the most prevalent type of disability in 2021 in the age bracket of 0-17, as
shown in the table below.24

21
DepEd Datasets (2016).
22
National Council on Disability Affairs (2021).
23
World Atlas. “5 Biggest Cities in the Philippines.”
24
Persons with Disabilities Affairs Office (PDAO). QC Persons with Disability, According to Age Bracket.

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 TYPE OF DISABILITY ACRONYM AGES 0-17 AGES 0-17

Hearing Disability H.D. 428 1,022

Learning Disability L.D. 4,387 1,729

Intellectual Disability I.D. 133 86

Orthopedic Disability O.D. 1,289 2,645

Speech Disability S.D. 536 299

Visual Disability V.D. 435 1.138

Table 1.4. Disability According to Age Bracket as of 2021 (Source: PDAO, Quezon City)

The number of IDs in QC shows a small number as the data provided is based on physician
diagnoses. While Quezon City has very limited up-to-date data on its prevalent cases of both
intellectual and learning disabilities (IDs and LDs), the study provides a general overview of the
4 levels of IDs common IDs based on age groups. The researcher acknowledges that the empirical
information provided below must and will be backed by further primary data to be discussed in
the later chapters of this study.

EARLY CHILDHOOD (0-5)

i. Down Syndrome
ii. Autism Spectrum Disorder
iii. Cerebral Palsy
iv. Fetal Alcohol Spectrum Disorders

SCHOOL AGE (6-18)

i. Learning Disabilities
ii. Attention Deficit Hyperactivity Disorder (ADHD)
iii. Specific Learning Disorders
iv. Severe Intellectual Disorders

It is evident that the list includes learning disabilities. LDs are usually identified by caregivers at the
time a child or preteen begins school.25
D. CSNs per District
25
Learning Disabilities Association of America. Types of Learning Disabilities.

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 Few current records exist for IDs and LDs in Quezon City. However, the Persons with Disabilities
Affairs Office was able to provide the data below.

DISCTRICT D1 D2 D3 D4 D5 D6
TYPE OF M F M F M F M F M F M F
DISABILITY
LDs 782 247 746 321 619 214 816 284 807 284 721 275
IDs 22 8 37 28 19 6 17 9 24 14 26 9

Table 1.5. IDs and LDs Numbers based on District and Sex as of 2021 (Source PDAO)

As of 2019, the local government has already established a center as mandated through their
ordinance Quezon City Ordinance No. SP-2617, S-2017 amended by City Ordinance No. SP-2718, S-
2018 (“An Ordinance Institutionalizing A Comprehensive Program for Children with Disabilities
(CWDs), Thereby Establishing A Center and Providing Funds Thereof and for Other Purposes”).
According to these ordinances, the local government is to establish at least one (1) rehabilitation
center for CSNs in each district of Quezon City.

This table highlights that districts 4 and 5 display the highest need for these services. It has also come
to the attention of the researcher that the data provided by the local government is very limited and
slightly outdated as they do not have a database or profile of specific disabilities that CSNs possess in
any congressional district in Quezon City.

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 E. CSNs and their Families/Caretakers

There are many SPED (Special Education) schools distributed and established across the entirety
of Quezon City. However, there has only been one government-owned-and-established center that
accommodates not only CSNs but their families as well, albeit its family support services not
being centralized on specific needs categories.26

Addressing both the CSN and the caretaker’s needs will eventually result in a more holistic
approach in creating a more inclusive and sustainable community for all. It is critical to take
action to address the abovementioned issues and contribute to creating a more inclusive society
where every child and their families can succeed.

26
Quezon City Kabahagi Center for Children with Disabilities. Services.

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 F. Existing Centers for CSNs in Quezon City

NO CENTER PURPOSE DISTRIC CATERS TO CATEGORY

. T
PUBLIC SECTOR
1 Bagong Pag-Asa Elementary Education 1 Autism I.D.
School
2 Bagong Silangan Elementary Education 2 Autism, Learning I.D., L.D.
School Disabilities
3 QC Center for Children with Education and 2 All types of General
Special Needs (KABAHAGI) Resource Center disabilities
4 Commonwealth Elementary Education 2 All types of General
School disabilities
5 Doña Juana Elementary School Education 2 Autism, ADHD, I.D., L.D.
Developmental
Delay, Celebral
Palsy
6 Manuel L. Quezon Elementary Education 2 Autism, Learning I.D., L.D.
School Disabilities, (slots limited)
Intellectual
Disabilities
7 Batina Elementary School Education 3 All types of General
disabilities
8 Rosa Susano Elementary School Education 3 Hearing, Visually General, I.D.
Impaired,
Intellectual
Disabilities
9 Gen. Roxas Elementary School Education 4 Intellectual I.D., L.D.
Disabilities,
Learning
Disabilities
10 Bagbag Elementary School Education 5 Autism I.D.
11 Lagro Elementary School Education 5 Autism, Intellectual I.D.
Disabilities
12 New Era High School Education 6 Autism, Learning I.D., L.D.,
Disabilities, General
Intelllectual
Disabilities, ADHD,
Hearing
Impairment, Low
Vision

Table 1.6. List of Government Schools and Centers for CSNs with IDs and LDs by District
(Source: National Council on Disability Affairs)

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 NO. CENTER PURPOSE DISTRICT CATERS TO CATEGORY
PRIVATE SECTOR
13 Gentle Minds Learning Education 1 Autism I.D.
Center
14 A Child’s World – A Education and 1 Intellectual Disabilities, I.D., L.D.,
Growing Center Resource Learning Disabilities, General
Center etc.
15 Immaculate Concepcion Education 3 Mental Retardation, I.D.
Cathedral School Autism
16 New Hope SPED Center Education and 3 Autism I.D.
Resource
Center
17 Take the Nations for Jesus Education 3 Mentally Challenged, I.D., L.D.
Christian Academy Autism, Learning
Disabilities
18 Alternative Learning Education and 4 Mental Retardation, I.D., L.D.
Resource School Resource Autism, et.
Philippines Center
19 Fairfield School, Inc. Education 4 Intellectual Disabilities, I.D., L.D.
Global Development
Delay, Learning
Disabilities, Cerebral
Palsy, Down Syndrome
20 Integrative School of Education and 4 Mental Retardation, I.D., L.D.
Quezon City Foundation, Resource Autism, Behavioral
Inc. Center Problem, Learning
Disability
21 New Era University – Education 4 Mental Retardation, I.D., L.D.
SPED Autism, Learning
Disabilities
22 St. John Ma. De Vianney Education and 4 Slow Learners, Learning I.D., L.D.
Special Education Resource disabilities, Mentally
Learning and Resource Center Challenged, Behavioral
Center Problem, Autism,
ADHD
23 St. Joseph’s College of Education and 4 I.D., L.D.,
Quezon City Resource Orthopedic Disability, General
Center Hearing/Speech
Impairment, Learning
Disability,
Psychosocial/Mental
Disability

24 We Care Child Health Education and 4 Mentally Challenged, I.D., L.D.,

Development Resource Autism, Down General
Center Syndrome, Hearing
Impairment, Cerebral
Palsy

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 25 Wordlab School, Inc. Education and 4 Learning Disabilities I.D., L.D.
Resource
Center
26 Center for Children with Resource 5 All types of disabilities General
Special Needs (GTD Center
CDIS-CCSN)
27 Lord Jesus Our Redeemer Education and 5 Mental Retardation, I.D.
Christian Academy, Inc. Resource Autism, and other
Center related disabilities
28 Saints & Angel School, Education 5 Mental Retardation, I.D.
Inc. Autism, and other
related disabilities
29 T.D. & S. Hope Christian Education 5 Mental Retardation, I.D.
Academy Autism, and other
related disabilities
30 Blessed Horizons Education and 6 Autism, ADHD, Down I.D., L.D.
Learning Center Resource Syndrome, Intellectual
Center Disabilities, Learning
Disabilities, Speech and
Language, Cerebral
Palsy
31 Center for Developmental Education and 6 Mentally Challenged, I.D.
Intervention Foundation, Resource Autism
Inc. Special School Center

Table 1.7. List of Private Schools and Centers for CSNs with IDs and LDs by District
(Source: National Council on Disability Affairs)

Quezon City has a total of thirty-one (31) educational institutions/resource centers for children
that possess IDs and LDs—and some of them have been inactive or have closed during the
pandemic. District 2 has the most of government centers and District 4 has most of the private
owned SPED Centers.27 Based on Table 1.4 and 1.5, district 4 which has the greatest number of
LD cases in 2021 also is scarce on government-funded and supported centers for children that
have LDs and IDs. Caring for CSNs cost significantly higher than that of caring for typical
children.28 This entails a need for government intervention especially in districts with the greatest
number of households with incomes below the poverty line.

27
National Council on Disability Affairs. Quezon City.
28
UNICEF. The Cost of Raising Children with Disabilities in the Philippines. Viii.

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1.3 Problem Identification and Statement of the Problem

According to DepEd, Quezon City’s most prevalent category of special needs is IDs by physician
diagnosis and learning disabilities (LDs) by manifestation. For these children to be able to achieve a
sustainable QOL and to be integrated into society, they, along with their families and caretakers, need
to have access to quality care, education, counseling, accommodations, and government aid to
overcome the various barriers they face daily. Specifics of the problem are as follows:
1. There has been only one (1) ILRC or Center for Children with Special Needs established
despite being stated in the Quezon City Ordinance 2617 s2017 that there should be at least
one (1) in each congressional district of the city, therefore pronouncing the lack of local
government-owned facilities to accommodate CSNs’ needs;
2. The existing government-owned/mandated ILRC in Quezon City has restricted learning and
intellectual disability-centralized services to support families that are primary caretakers of
CSNs;
3. The families/caretakers of children with IDs and LDs grapple with a dearth of tailored
support systems, which can strain their emotional and financial well-being, also further
affecting the psycho-social (and overall) development of the children itself.

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1.4 Legal Viability/Bases
1. Philippine Development Plan 2023-2028
CH. 2, Subchapter 2.3 Establish Livable Communities
Wherein it is stated that social cohesion should be strengthened to broaden community
participation and safety by promoting the welfare and preventing acts of violence against
vulnerable groups (e.g. children, seniors, PWD, indigenous peoples, etc.)
2. Quezon City Comprehensive Development Plan 2021-2025
Wherein it is stated that the local government recognizes and seeks to address the need for the
lack of services and facilities to accommodate and care of CSNs through the implementation
of programs and establishment of KABAHAGI centers in all districts that can provide
services for CSNs.
3. Republic Act 11650: “Instituting a Policy for Inclusion and Services for Learners with
Disabilities in Support of Inclusive Education Act”
SEC 3. Objectives
Wherein it is stated that the state seeks to (c) establish and maintain Inclusive Learning and
Resource Centers for Learners with Disabilities in support to their inclusion in the general
educational system.
4. Presidential Decree 603, s1974
Title V. Child and Youth Welfare and the Community
Wherein it is stated that one of the duties of the community is to cooperate with private and
public child welfare agencies to provide care, training, and protection to CSNs and disturbed
children.
5. Quezon City Ordinance 2617, s2017: “AN ORDINANCE INSTITUTIONALIZING A
COMPREHENSIVE PROGRAM FOR CSNs THEREBY ESTABLISHING A CENTER AND
PROVIDING FUNDS THEREOF AND OTHER PURPOSES”
Wherein it is stated that the local government of Quezon City recognizes the implementation
of several other ordinances and laws regarding the establishment of programs for Children
with disabilities, all leading to the establishment of a QC Center for Children with Special
Needs (CSNs) (SEC. 5).

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1.5 Goals and Objectives
This study aims to identify and expose the gaps in providing city-level tailor-fit services for
children with IDs and LDs which will entail to enlightening the public regarding the importance
of the accessibility of CSNs and their families to healthcare, education, and services they have a
right to.

This study’s objectives are the following:

 To investigate the current general situation of Children with Learning and Intellectual
Disabilities in Quezon City, considering the shortage of centralized and accessible
local government centers for inclusive care;
 To further define the scope of the terms “Learning and Intellectual Disabilities” and
understand its subcategories;
 To stir the consciousness of the public on the importance of providing accessible aid
for vulnerable groups like the CSNs in Quezon City through the understanding their
rights to a civil life; and
 To garner the attention of the community and policymakers on the needs and
importance of addressing the needs of the families and primary caretakers of Children
with Learning and Intellectual Disabilities in order to take on a more holistic approach
in creating a more sustainable environment for CSNs.

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1.6 Significance of the Study
a. PSYCHOSOCIAL DEVELOPMENT OF CSNs

Understanding the operations of such a center provides essential insights into the social and
emotional well-being of children facing unique challenges. This research evaluates the center's
impact on enhancing self-esteem, social interaction, and emotional resilience among these
children. It sheds light on the effectiveness of therapies, support programs, and the overall
environment in nurturing their psychosocial development. By identifying areas for improvement,
the study can advocate for more holistic and empathetic approaches to supporting these children,
ultimately fostering greater self-confidence, improved social integration, and a stronger sense of
belonging. The psychosocial development of these children is not only vital for their individual
well-being but also plays a crucial role in building a more compassionate and inclusive society in
Quezon City.

b. HEALTH

This research provides important insights into the physical and mental health of these children,
including their access to medical care, therapeutic interventions, and specialized support
services. By evaluating the center's operations and the effectiveness of its health programs, the
study may identify opportunities to improve the overall health outcomes of these children. It
highlights the importance of early diagnosis and timely interventions to optimize their
development. Additionally, by identifying gaps in healthcare accessibility and quality, this
research can advocate for more inclusive healthcare policies and ultimately improve the health
and overall quality of life of children with IDs and LDs in Quezon City.

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 c. EDUCATION

It serves as a vital source of information for assessing the quality of educational programs and
resources available to children with special needs. This research helps in understanding the
unique educational challenges and opportunities within the center, shedding light on the
effectiveness of teaching methodologies and the availability of adaptive learning materials. By
evaluating the center's operations, the study can identify areas for improvement and innovation
in special education, ultimately enhancing the educational outcomes and experiences of these
children. Additionally, it underscores the importance of inclusive education and highlights the
need for policies that ensure equitable access to quality learning opportunities for all children,
regardless of their abilities. In doing so, this research contributes to the ongoing efforts to create
a more inclusive and empowering educational environment for children with IDs and LDs in
Quezon City.

d. CSNs FAMILIES

These CSNs’ families often face unique and profound challenges in caring for their children, and
the research provides a crucial understanding of the support systems available to them. By
evaluating the center's operations, the study can offer insights into the quality of services and
resources that families can access, such as counseling, guidance, and educational programs. It
also addresses the emotional and financial burdens carried by these families and highlights areas
for relief and improvement. This research not only assists families in making informed decisions
about their children's care but also empowers them by advocating for better services, increased
accessibility, and a more supportive community. Ultimately, the study contributes to enhancing
the well-being and resilience of families with children having IDs and LDs, creating, again, a
more compassionate and inclusive society in Quezon City.

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 e. COMMUNITY

It acts as a catalyst for bringing attention to the needs of vulnerable children and their families
and encouraging group responsibility for their welfare. This study highlights the difficulties the
community faces and the vital role the center plays in providing solutions by analyzing the
center's operations. It motivates the community's citizens, companies, and organizations to
actively participate in and support the center by partnerships, donations, and volunteer labor.
Moreover, this research highlights the significance of fostering inclusivity and understanding and
supports the idea that community involvement goes beyond charity. It sparks dialogue, dispels
stereotypes, and fosters acceptance and empathy for kids with learning and intellectual
disabilities, resulting in a closer-knit and more caring community in Quezon City.

f. SOCIAL WELFARE

The study directly impacts the lives of vulnerable children and their families. By evaluating the
services and support offered by the center, the study can uncover opportunities for enhancing the
quality of life for these children, fostering their development, and promoting their social
inclusion. It provides invaluable insights into the challenges faced by families and helps identify
gaps in the existing support system, potentially leading to the improvement of social welfare
programs. Moreover, the study underscores the importance of providing equal access to
education, healthcare, and rehabilitation services, ensuring that every child, regardless of their
abilities, can reach their full potential. By shedding light on the center's operations and the needs
of the children it serves, the research plays a crucial role in advocating for more inclusive and
compassionate social welfare policies, ultimately contributing to a more just and equitable
society in Quezon City.

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 g. SOCO-ECONOMIC

This study holds substantial socio-economic significance for the region. Such a study can
provide invaluable insights into the effectiveness and efficiency of the center's operations,
resource allocation, and long-term sustainability. By assessing the economic impact of the center,
including its contribution to employment, local business partnerships, and the supply chain for
specialized equipment and services, the study can highlight the center's role as a key driver of
economic activity in the community. Furthermore, by identifying areas for improvement, the
study can help streamline the center's operations and optimize resource allocation, potentially
reducing costs and enhancing its financial sustainability. Ultimately, a comprehensive study of
the rehabilitation center's socio-economic impact is crucial for stakeholders, policymakers, and
investors, as it ensures that limited resources are channeled effectively, and the center can
continue its vital mission of supporting special needs children and their families while
contributing to the broader economic well-being of Quezon City.

h. POLITICAL

This study also holds notable political significance as it intersects with crucial policy
considerations and societal inclusivity. This research delves into the effectiveness and
accessibility of services provided to a vulnerable population, shedding light on the challenges
faced by these children and their families. It can serve as a powerful tool for advocacy, urging
political leaders to prioritize the rights and welfare of children with disabilities. The findings can
inform policy decisions regarding education, healthcare, and social services, emphasizing the
importance of inclusive education and ensuring equitable access to necessary support systems.
By highlighting the barriers and disparities faced by these children, the study can motivate
political action, pushing for more comprehensive, compassionate, and inclusive policies that
reflect a commitment to the well-being of all citizens, irrespective of their abilities.

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 i. NATIONAL DEVELOPMENT

The Philippines' national development will be greatly impacted by the examination of a

rehabilitation facility in Quezon City for kids with learning and intellectual disabilities. It
emphasizes how dedicated the nation is to ensure the welfare of all its people, regardless of their
ability. The research aids in the creation of more thorough national policies and support networks
by assessing the center's operations and the difficulties faced by disabled children and their
families. It emphasizes how critical social services, a robust healthcare system, and an inclusive
education system are to the country's long-term development and well-being. The study also
highlights the financial advantages of offering counseling, specialized care, and educational
support, all of which can contribute to a more diverse and productive workforce. In the end, the
research contributes significantly to the development of a fairer, more compassionate, and
affluent society, which is in line with the larger objectives of Philippine national development.

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1.7 Scope and Delimination

The scope and delimitation of a study focusing on an inclusive learning and resource center for IDs
and LDs for children with special needs in Quezon City define the boundaries and parameters of the
research:

SCOPE:
a. Geographic Focus – the study will focus primarily on the need for resources and services for
children with IDs and LDs that can be provided by an ILRC in Quezon City.
b. Demographic Focus - the study will evaluate and asses the specific needs of children in
Quezon City who have intellectual and learning, covering a range of age groups from infancy
to adolescence.
c. Needs Assessment - the study will investigate the diverse educational, therapeutic, and
support requirements of the target population, with a focus on academic, social, and
emotional development by also assessing the characteristic CSNs portray and the inputs of
their caregivers and parents.
d. Stakeholders’ Perspectives - the research will encompass the perspectives and opinions of
various stakeholders including parents, educators, healthcare professionals, and policymakers
to gain a comprehensive view of the need for accommodating services and resources in the
city of Quezon City.
e. Policy and Institutional Analysis – the study will explore the existing policies and
institutions related to special needs education and support within Quezon City to identify
gaps and potential areas for intervention.

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 DELIMINATION
a. In-depth Study on Intellectual and Learning Disabilities - the constraints related to time,
specialization, and available resources may impede the thoroughness and precision of the
research. Given that the study already has a vast topic, the research focuses on identifying the
needs of the children based on the characteristics they portray and the observations of their
parents/caregivers.
b. In-Depth Educational Programming - the study will not go into detail regarding the precise
design and implementation of educational programs or curricula; instead, it will concentrate
on the necessity to address the needs of children with learning and intellectual disabilities in
Quezon City.
c. Longitudinal Analysis - the study won't conduct a longitudinal analysis to see how these
needs might change over time; instead, it will only offer an overview of the current needs and
requirements.
d. Ethical Aspects - while acknowledging their significance, the study will not go into detail
regarding moral concerns pertaining to kids with special needs.

With these clearly defined parameters, the research can stay manageable and pertinent to its goals
while maintaining its focus on the need for an inclusive intervention in addressing tailor fit
service gaps in Quezon City for kids with IDs and LDs.

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