Struggles To Educational Equity
The Barriers in Acquiring Quality Education for Learners with Special Educational Needs (LSENs)
Abstract
Education is a basic human right. However, this is not true for ALL people, as many LSENs or learners with special educational needs still struggle to access quality education that they deserve.
In the Philippines, acquiring access to quality education is still an uphill climb for LSENs. Despite having laws, such as Republic Act 7277 (Magna Carta for Disabled Persons of 1992) and Republic Act 11650 (Inclusive Education Act of 2022), which are aimed to ensure that LSENs receive appropriate, accessible, and inclusive education, various challenges persist.
One of the main barriers is the limited infrastructure and resources. Only a few public schools have SPED centers, which limits access to specialized support and services for LSENs. Schools lack teaching materials tailored to the needs of learners, assistive devices, and PWD-friendly facilities, such as ramps, elevators, etc., for those with physical or mobility impairment. With a limited number of SPED centers, the proximity of the school to the learner’s residence brings financial burden on families due to transportation costs.
Moreover, the scarcity of SPED centers means a limited number of trained special education teachers. In addition, most schools lack trained teachers who can adequately address the diverse needs of LSENs. Because teachers are not equipped with the knowledge and skills essential to support LSENs, learners fail to receive the quality tailored instruction that they need.
Furthermore, the biggest obstacle would be poverty and familial attitude. Philippines is a developing country and many LSENs are living in poverty. Sending their child with special educational needs to SPED centers, especially to schools situated far from their residence entails much financial burden. Likewise, the family’s mindset of ableism is the greatest barrier. For some, LSENs pursuing an education is futile and a waste of their time and money since they believe that persons with disabilities and special needs are rarely able to land a job.
Equitable and quality education for learners with special educational needs goes far beyond than merely accepting them in schools. The Philippines has still a lot more work to do to address these barriers. A comprehensive approach that requires thorough policy reform, increased investment in resources and training, and overall shift societal and familial attitude require sustained efforts and genuine commitment. Only though this can the Philippines realize its vision to provide every learner, regardless of their abilities, access to meaningful learning opportunities and achieve their full potential.
