Beyond the Classroom: Unlocking Potential for Learners with Disabilities

The lack of access to appropriate and individualized instruction for LSEN can impede their overall growth and progress in both academic and social-emotional domains, limiting their full potential.

Teachers who may have limited training in specialized education, leading to a gap in delivering tailored instruction and support.

Potential hindrance to academic and social-emotional development.

Existing Investments and Initiatives: 
MOOE funding to support learners with disabilities. These funds have been allocated to implement various initiatives aimed at improving the quality of education for LSENS

Active Child-Finding and Integration Efforts:
The LSEN program has established partnerships with various organizations to enhance support for students with disabilities.

LEARNERS

• Learners fear bullying and misunderstanding from classmates.
• Learners feel misunderstood by some teachers who lack the knowledge and empathy to support them.
• Learners lack the support they need to thrive in a mainstream classroom.

TEACHERS

• Lack of specialized training: to teach SNED.
• Fear of potential harm: Concerns about student behavior and safety can create anxiety,
• Grading challenges: Determining fair and accurate assessments for special learners with unique learning styles.

PARENTS

• Fear of bullying: worry that their child will be bullied or ostracized by other children due to their differences.
• Fear of ridicule: fear that their child will be mocked or made fun of by peers or even adults .
• Fear of physical harm: Parents are deeply concerned about their child’s safety .

 

BARANGAY OFFICIALS

• Lack of resources and expertise: Barangays often lack the   necessary resources, funding.
• Uncertainty about their role:  barangays may be unsure of  their specific responsibilities and how they can best contribute to the well-being and development of this children – Limited access to services.

Fear of Bullying and Lack of Social Acceptance

Develop a strong partnership  program to seek funding from external stakeholders

Lack of SNED teachers so SNED are mainstreamed in regular classrooms

Collaborative with psychologist, therapist  and colleges to provide with shadow teacher

 

Lack of SPED  Training for teachers

Establish school-wide positive behavior supports that emphasize kindness, respect, and empathy.

 

Lack of SPED  Training for teachers

Invest in comprehensive training for all teachers on how to effectively support learners with diverse needs.

Inadequate Support for Students with Disabilities.

The limited number of SPED teacher .

Insufficient Teacher Training and Expertise Teachers in regular classrooms often lack the necessary training and expertise to effectively address the unique learning needs of students with disabilities, leading to inadequate accommodations and potentially hindering their academic progress.

Challenges related to social acceptance, accessibility, and inclusive practices within mainstream education settings may still persist, impacting the overall effectiveness of integration initiatives.

 

Ensuring the long-term sustainability of these partnerships, maintaining consistent support, and aligning goals and strategies with the LSEN program may present ongoing challenges.

 

There may still be limitations in funding and resources to fully address the needs of learners with special needs, hindering the implementation of comprehensive support programs.

Maintenance and Other Operating Expenses (MOOE)

Others: Partnership and donations.

We will utilize existing monitoring systems that will leverage the established localized monitoring system within schools to track the program’s progress and sustainability of the program.