Rappler reported that a shortage of trained teachers still persists, with only 6,000 teachers attending to 239,000 special needs students. Because of this, the government allocated 56% more funds than they did in the past year for SPED.Īs of 2014, 620 out of 34,000 public elementary schools are implementing a SPED program. At the time, only 2% of Filipino children with special needs were receiving government support. Initially, this did not directly improve the reach for special needs students because most schools were not equipped with a SPED program.ĭepEd then issued an order for the funding of SPED centers in 2012.
In addition, the Zero Reject Policy, which pushes schools to accept any child regardless of their conditions, was only implemented recently. The need to support the education of students with special needs was only recognized in 1997 with the issuance of DepEd Order No. The main problem lies not in its curriculum, but in the lack of SPED centers, trained teachers, and funds to begin with. “The teacher failed to do anything for the student kasi ‘yung rason niya ay baka magwala ‘yung bata… Kulang sila sa training at tao (The teacher failed to do anything for the student because their reason was the child might lose control.They lack training as well as manpower),” he says.īefore the recent improvements in SPED, many argued that the Department of Education (DepEd) still had “ a long way to go” in developing the program. Romeo describes an incident wherein a teacher had not properly attended to a special needs student in his daughter’s mixed class. His daughter’s teachers would also change indefinitely throughout the school year. Although the program aims to help integrate SPED students into the regular basic educational system, he noticed that the manner of instruction was inconsistent with the specific needs of each SPED child. In his daughter’s previous public elementary school, students both with and without special needs were known to have been handled in the same classrooms. This lack of training combined with a shortage of instructors affects both students undergoing regular and special education-a problem that has plagued public education ever since. Fourteen months prior to the program’s implementation, Senator Pia Cayetano expressed her unease at the lack of teachers being trained for the K-to-12 program. The difference lies in SPED’s measures that cater specifically to special needs students.īefore the K-to-12 program was implemented, concerns regarding the proper training of teachers were brought up. The K-to-12 program applies the same lessons for both regular basic education schools and public SPED schools.
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However, the free public education that Romeo’s daughter receives also comes with its fair share of problems. Here, his daughter’s education is free and inclusive of a school uniform, shoes, and school supplies. Their family’s main source of income is dependent on Romeo’s wife, who works as an elementary school teacher in the same school where their daughter had undergone the special education (SPED) program.ĭue to the high tuition cost of private schools that implement SPED, Romeo has decided to rely on government schools.
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Once a real estate agent who drove himself to work every day, he now finds himself being his daughter’s personal driver as she attends a public high school in Makati. Romeo*, father of a 22-year-old special needs student, has sacrificed his previous job to devote more time to care for his daughter.
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