Philippine Inclusive Education Experience

PhilCOCHED's Inclusive Education Program


Population in the Philippines

Population: 90,457,000 (90.46 million) population with 2% annual growth rate;

      - (2008 ESCAP Population Data Sheet)


No. of disabled people


The 2000 census registered 992,000 persons with disabilities (1.2% of the population). Only 580,000, however, were registered with the Department of Health. Most disability organisations and NGOs in the country note that government figures show significant underreporting.


Situation on Education in East Asia and the Pacific


It is estimated that more than 40 per cent of people with disabilities in the region live in poverty and are denied basic entitlements available to others such as health, education and employment. In the area of education, even when primary and secondary education in most countries is free, enrolment rates among children with disabilities are significantly lower. In China, for instance, enrollment rate is 90% but for children with disabilities the rate is lower at 77%. Evidence also shows that children with disabilities are less likely to attend school. In the Philippines, 20% of children with disabilities have never attended school while the rate for children without disabilities is 6%. Inaccessibility of school facilities is a major barrier.


Piloting Education Initiative in Philippines


Leonard Cheshire Disability works with families, schools, communities and governments to promote access to good quality education for children with disabilities. Education is one of the main areas of our work. To support the process of inclusion in schools, we collaborate with other organisations working in disability, education and development.


This partnership approach, combined with our emphasis on evidence based practice and research, helps us influence national educational policies.


Leonard Cheshire Disability supports the pilot programme of the Philippine Council of Cheshire Homes for the Disabled (PhilCOCHED) which aims to promote the rights of children with disabilities to access education and to combat physical and attitudinal barriers that prevent them from receiving education.


The programme endeavors to address the needs of children with disabilities in a holistic manner, employing research, awareness- raising and capacity-building and advocacy strategies. Inclusive education in the Philippines aims to enable 1300 children with disabilities to attend local mainstream schools. The pilot project, over the next three years, will cover 15 schools in the metropolitan Manila area and the province of Tarlac in the central Luzon Island.


During the Program implementation, PhilCOCHED was honored to have the support and expertise of the Department of Education (Ministry of Education) teachers, administrators, and the National Council for Disability Affairs (NCDA), thus making the program more responsive and localized for the 15 target pilot sites.  


Project Goal:  


·                      To promote rights of education for children with disabilities;

·                      To demonstrate a holistic approach of meaningful education (e.g. inclusive education) and enable greater access to both preparatory and elementary education for children with disabilities;


Project Objectives:


·          Creating Awareness and participation Among Stakeholders of LCD-PHILCOCHED Inclusive Education initiatives;

·          Improving Access to Inclusive Education;

·          Adopt a holistic approach to the rights of education for children with disabilities; 

·          Improving Economic Opportunities for the parents and families with children with disabilities;  


Key Elements of Project Activities:


·                Training for project holders on social skills & responsibility for children with disabilities;

·                Individual support for children with disabilities in schools; 

·                Develop the individual plan for people with disabilities from one stage (prior to the mainstreaming schools) transit to next stage (in the mainstreaming school classes);  

·                UNCRPD training workshop or dialogue on increasing rights of education for children with disabilities;

·                Working with Parents & communities to support children in mainstreaming schools, such as forming parents groups;

·                Training teachers and peers of children against discrimination;

·                Renovation of classes and schools to have better access for children with disabilities, specially for the children with wheelchair ;

·                Seminars and conferences of UNCRPD awareness for public, policy makers, teachers, communities and families to promote rights of people with disabilities including the rights of education for children with disabilities; 

·                And so on;


Major  Program Events


v                 Dialogue and partnership with 17 NGOs, disabled peoples organizations, national government agencies and the business sector;

v                 Forging of Memorandum of Agreement with the Department of Education (DepEd) and Department of Health (DOH) as lead partners from the government in the I.E. implementation;

v                 Dialogue and strengthening the participation of the 19 local community organizations, community volunteers, teachers and school officials;

v                 Media Mileage. Interviews and publications to different national radio stations (DZAS F.M. frequency) and several magazines regarding the issue of Inclusive Education;

v                 Established partnership and coordination with 5 business corporations;

v                 Encouraged the support and participation of more than 130 local church leaders and parishioners;

v                 Submitted a Proposed Program and Policy Agenda for the Education and Rehabilitation of Children with Disabilities to the National Anti-Poverty Commission (NAPC) for endorsement to the different local government units in the country for adoption and implementation;

v                 Recognition of the Inclusive Education Program by the Department of Social Welfare and Development (Region 3);

v                 Conduct of the 1st inter-school discussion on the UN-CRPD for club leaders of elementary schools in the national capital region, February 15, 2008;

v                 Established partnership with the Employers’ Confederation of the Philippines (ECOP), and the Department of Labor (DOLE) for the employment and earning opportunities of CWD parents; 


Indicators of Project Achievements


No. of schools in the IE project (15 schools and centres)

There are 15 schools and centres in communities involved in the IE programmes activities. Details locations as following:


A. Schools and Centres in CENTRAL LUZON  

4 Schools:

            City of San Fernando Elem. School, Pampanga;

            Iba Central School, Zambales;

            Capas Elem. School and Camiling Central School, Tarlac;

            Talavera Central School, Nueva Ecija;

             Pandi Elem. School and Paombong Elem. School, Bulacan

             Limay Elem. School, Bataan;

2 Centres:

                Dong-In Tulay Center-Mariveles Bataan;

                Antonio G. Llamas E.S., Bataan;



      4 Sites in Quezon City (1 school, 3 centres)

                Payatas A Elem. School;

                Payatas Early Learning and Rehabilitation-Kalamyong

                Kalantiyaw E.S.,

                Guanella Center.

      3 Sites in Caloocan (3 centres)

·                Early Learning and Rehabilitation Centers in Malaria;

·                Early Learning and Rehabilitation Centers Bagong Silang,

·                Early Learning and Rehabilitation Centers Bagong Silang E.S.

      3 Sites in following cities:

                 Makati City;

                 Mandaluyong City;

                 Manila City;


No. of children reached (1,300 children with disabilities)


·                300 new children with disabilities to attend preparatory and elementary school;

·                1, 000 existing children with disabilities in special education class for supplementary support such as therapy, medical check-up and medicines through referrals;

·                Pre-assessment of more than 300 children with disabilities


No. of teachers trained

·          More than 173 regular teachers and SPED teachers trained on Inclusive Education ;


No. of schools made accessible (15 schools and centres have the support of accessibility for children with disabilities)

·          Construction of ramps, hand rails, modification of I.E. resource rooms, provision of accessibility fixtures/infrastructures;

·          Conduct of accessibility inventory in public schools of Central Luzon and Metro Manila, including community based learning and rehabilitation centers;

·          Preparation of a general accessibility work plan as endorsed by the DPWH Regional Office for all Region 3 public elementary schools;


No. of parents groups formed

·          300 parents of new children with disabilities (CWD) pupils for socio-economic support (skills training, provision of loan capital for collective capital and organization of Cooperative Association);

·          1, 000 parents of existing CWD pupils for parental guidance workshop and orientation workshop on the significance of Inclusive Education;


Aside from the national government agencies and non-governmental organizations which have been tapped for the implementation of the said Program, PhilCOCHED was also indebted with the support of different embassies in the country. To note, the Embassy of United Kingdom, through the stewardship of His Excellency Hon. Peter Beckingham, has even inspired PhilCOCHED to make the program more responsive to the needs of children with disabilities, and eventually, pursue for the second phase of program implementation in the near future.    





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