Making inclusion happen in education is a responsibility that when faced with its nuances becomes difficult to accept and commit to. In a country where inclusive education has just begun to emerge with the recent passage of the Inclusive Education Act or Republic Act 11650 in March 2022, it is indeed daunting for anyone to face this challenge. 

This was the position Klyssa Mascardo found herself in when she was assigned to be the pilot Inclusive and Supportive Centre of Learning (ISCL) Coordinator in Timanan Central Elementary School (TCES) as part of the Ministry of Basic, Higher and Technical Education’s (MBHTE) initiative, supported by the Australian Government, to implement the Inclusive Schools Approach (ISA) or the KaISA Project across the region, starting with their school community.

Learning to love being an educator 

For Teacher Klyssa, becoming an educator did not come easily to her. Choosing to be a teacher was then only a way to earn a living. Having graduated with a degree in special education, it seemed like the obvious choice for a job. As time went by, she grew to love the profession and it went beyond simply earning money, and towards making a difference. 

“Na-realise ko rin na ang ganda pala ng profession na ‘to, kasi hindi lang isang tao ang ma-totouch mo yung buhay, kundi ang dami mong pwedeng mabago sa isang community.” 

(I realised that this profession is good because I will be able to touch not only one life, but instead change a lot of things for the better in one community.) 

When the KaISA Project was eventually initiated through the investment of the Australian Government, Teacher Klyssa was assigned to co-design the pilot ISCL in TCES. This began her exposure to the concept of inclusive education and how it applies to her community. The more that she learned, the more that she saw that inclusive education was the solution to her school community’s barriers to education. This pushed her to continue the work that she was doing – especially with the onslaught of the COVID-19 pandemic, when many children decided to quit school because learning became too difficult for them. Many encouraged her to try a different job that would better serve her needs; but because of the barriers to education that she saw in her school community through the KaISA Project, it was something she could not do. 

“Na-[realize] ko na ‘wag [iwanan ang pagiging guro]; kasi dahil sa ISCL, dahil sa inclusive education, na-realize ko na ang dami pa palang hindi talaga nakakatanggap ng education na dapat na nakukuha nila. So baka mas marami pa akong matulungan na imbes na mag-quit ako… dito mas maraming bata, mas maraming tao ang pwede kong ma-serve.” 

(I realized that I shouldn’t quit being a teacher; because of the ISCL, because of inclusive education, I realized that there were so many who do not receive the education that they should be receiving. So perhaps there I could help a lot more people instead of quitting… here, there were a lot of children, a lot of people that I could serve.) 

Teacher Klyssa, together with other select educators from the TCES school community, underwent many trainings and workshops that encouraged them to learn the fundamentals of inclusive education and how they could apply it as contextualized and effective inclusive practices. Through this, they learned that inclusive education does not directly equate to simply letting every kind of learner enroll.

“Pero hindi pala ganon. Kasi sabi nga along the trainings, sa lahat ng mga orientations, seminars na naibigay sa amin, doon na namulat na ay hindi lang pala siya na sabi na, ibigay ko lang ‘to, ibigay ko lang yan basta-basta. Kundi kailangan mo siya tutukan simula sa umpisa hanggang sa ma-achieve mo yung goal para sa isang learner. Parang doon lang namin na–realize na hindi siya ganon ka-simple. Ang hirap-hirap niya lalo na kung kaw lang mag-isa ang nagtatrabaho. Dito rin [napalakas] yung aming bond ng mga kasama dito sa school at saka bond namin with other agencies kasi parang doon, na-practice namin ang paano makipag-communicate sa iba, na magtulungan – hindi lang ang school, kundi ang i-involve lahat; hindi lang school ang dapat na magbigay ng ganitong services para sa kanila, kundi pwede din pala kahit na sa schools nila, pwedeng tumulong ang ibang agencies. So parang yun ang… na-instill o natutunan namin.” 

(But it’s not like that. Because it was said along the trainings, in all the orientations, seminars that were conducted with us, that was where we realized that it wasn’t just saying, I’ll give this, I’ll give that outright. Instead, you must start working it from the beginning until you achieve the goal for even one learner. It was only then when we realized that it wasn’t that simple. It’s so difficult especially if you do it alone. It was also here that our bond with our school community was strengthened as well as our bond with other agencies because there, we practiced how we should be communicating with others, to help one another – not just the school, but to involve everyone; the school shouldn’t be the only one providing these kinds of services for them, but even in their own schools, agencies can contribute. So that’s… what was instilled in us or what we learned.) 

The importance of supporting and empowering educators for inclusive education 

Teacher Klyssa – like all the other educators involved in co-designing the pilot ISCL in TCES – was hesitant at first, but through trainings provided by the KaISA Project and the support provided by the entire school community, they achieved what they had set out to do. 

Having worked on this project has also opened them to the possibilities that inclusive education has to offer not only for them as educators, but for all members of the school community they were leading.  

For her, the future that inclusive education creates is bright. Teacher Klyssa emphasizes her belief that investing in inclusive initiatives in BARMM will make everyone feel valued and, as a result, will be encouraged to strive to gain the quality education that they deserve that no one can take away. Quality education will also pave the way towards more opportunities – and when more opportunities exist for every person, BARMM will progress as one. 

BARMM’s progress hinges on a collective growth that can only be achieved when all members of the school community are actively involved. By investing in champions for inclusive education in every school community, an inclusive future becomes possible for every learner in the Bangsamoro. 

When one asks an educator why they pursued education and teaching children, the answer is similar from person to person, though in different words: because they believe in the power of education to shape the future of children. Through education, one can make their dreams come true, and create the future that they want for themselves.  

It is also the belief of educators, especially those who are in isolated areas where education may not be so easily accessed, that education is necessary to uplift the people of their community. Most times, the value of education can be found where one is – and inspires a person to make a significant impact to benefit everyone, no matter what challenges may arise. 

Iyasmen Dandamun, a KaISA Team Leader in the School Division Office (SDO) of Lanao del Sur, represented them and shared their collective effort in going beyond their capacity to create an inclusive Bangsamoro – starting by creating an inclusive Lanao del Sur. 

Learning and seeing the value of inclusion for the community 

2020 was a transformative year not only for Teacher Iyasmen, but also for most education professionals who catered to learners with disabilities in their school district. It was the year that transformed their collective understanding of what education can be and how it can change to be inclusive – not only for those with disabilities, but for every learner of all identities and backgrounds through inclusive education.  

When Teacher Iyasmen and her fellow Lanao del Sur Team Leaders (namely Coraisah T. Mimbantas, Hanifa Bacaraman, Carmina Macaindig, Asrizha S. Cosain, Janina M. Adapun, Rohaidah L. Hadjinor, Omerah M. Barangai, Fayediyah Aratuc, and Bayawan B. Mangandog) attended the first KaISA training – led by the Ministry of Basic, Higher and Technical Education (MBHTE) with the support of the Australian Government – and returned to their school community, they realized that education for learners with disabilities was an emerging need and saw that there was a lack of awareness in the context of diverse learners. Using what they had learned, they were able to identify, see firsthand, and reflect on why learners with disabilities found it difficult to go to school. Many children with disabilities who belonged to their community had families who felt the need to protect them from the discrimination they could receive at school. Because of this, even the children themselves felt discouraged and ashamed of their condition, and in turn, of themselves.  

“Mismo yung bata, nahihiya siya kasi sa bahay nila, sa kanila is wala nang… di naman sa pag-asa, pero iniisip nila, bakit pa? Para saan pa? May patutunguhan pa ba yan kung mag-aral pa man? Kung may ganyan talaga, kung may program na ganito, pwedeng ma-encourage or pwedeng magkaroon ng interest yung parents pati yung bata na mag-aral, kasi… meron pa. Kaya pa. May pag-asa ka pa.” 

(Even the children themselves, they feel ashamed [of themselves] because at home, there is no… I wouldn’t say hope, but they think, why try? For what? Would they even have a future even if they study? If there’s something like this, if there’s a program like this, their parents can be encouraged, or they can gain an interest in enroling their children in school, alongside their children, because… There’s more. It’s possible. You have hope.) 

For Teacher Iyasmen, the KaISA Project, when finally fully implemented, will serve as a beacon of hope not only for children with disabilities, but every learner who seeks education for a brighter future. She describes education as a tool for empowerment – if one is educated, they can independently stand up for themselves because they know their value, dignity, and rights. 

At the same time, she observed that in Lanao del Sur, there were already some inclusive practices in place, and teachers were very willing to cater to learners with disabilities but needed the support to serve their educational needs.  

“Nung una, lito. Di ko pa siya [maintindihan]. Pero kalaunan, dahil sa mga training, mga seminar, [nadiin] na sa akin kung ano yun incluisve education about sa KaISA. Lahat kasama. Lahat involved. Walang maiiwan talaga. I-rereach out mo yung mga bata na hindi pumapasok, kahit yung may disability, yung mga hindi kayang pumasok kasi nasa child labor sila, kasi naghahanap-buhay. Yung mga batang lagpas na sa edad… ayun, tuluy-tuloy na siya. Marami na akong na-learn sa inclusive education, maganda talaga siya. Marami talagang matututunan dito at marami kang ma-hehelp na tao.” 

(At first, [I felt] confusion. I didn’t [understand] it yet. But eventually, because of the training, the seminars, [I finally got] what inclusive education is. Everyone is included. Everyone is involved. No one will really be left behind. We will reach out those children who didn’t go to school, even those with disabilities, those who cannot go to school because they need to earn a living, those who have outgrown the usual school age… I learned a lot of things about inclusive education, and it’s really good. There is a lot to learn here, and this will greatly help a lot of people.)

All six Team Leaders came together and brainstormed, dividing the necessary tasks up among themselves [specify names and tasks]. When their plan was ready for the annual presentation to Lanao del Sur School Divisions Superintendent (SDS) Rubina Mimbantas Macabundar, they laid out a comprehensive plan that covered many topics and practices, including but not limited to formative assessment, addressing learners’ diversity, and behavior management in the classroom. 

It took two years before their proposed plan for this roll out was approved, all part of the due diligence of their SDS. One of the roadblocks they had encountered to approval was minimizing their budget while keeping the quality of their implementation and the amount of time that this would take up. A lot of questions were asked of them: Where would they find the budget? Were there donations?  

Come 2022, when the Team Leaders became more familiar with the concepts of inclusive education and built up their capacity through training provided by the KaISA Project, their plans were eventually approved. Teacher Iyasmen quipped that perhaps this was the reason why their plan was eventually approved. They finally rolled out these trainings, with the strong support of SDS Macabundar who deeply believed in the potential of all children and saw this initiative to create meaningful change for them. 

Inclusive educational practices are essential 

Teacher Iyasmen says that applying the concepts of inclusive education is important to recognize the uniqueness of every learner and ensuring that no one is left behind. This goal can only be effectively attained by catering to them based on their specific characteristics that made them unique. 

“Sa akin po, actually, isang nakikita ko na kailangan ito ma-share sa field, kasi unang-una, nandyan na yan eh. May mga [nakilala] na kami, during kasi sa mapping, na may mga bata na [learners with disabilities]. So, kung hindi nila alam… Eh di paano nila i-hahandle yung mga bata? Tapos kung hindi nila alam yung mga terms na dapat gamitin, yung mga [inclusive] languages? Papaano na, ma-bubully yung mga bata… [Dapat] at least aware yung mga teacher na hindi ito dapat, yung mga aware siya sa mga do’s and don’ts. So kahit papaano, maka-help. And then isa pa na as in… nag-udyok sa akin is yung mga training, nag-sink in sa akin is kung ang application mo sa mga regular learners is yung pang-[learners with disabilities], kung [learners with disabilities] nga natututo sila, how much more kung doon mo i-apply yun sa mga regular? So para sa akin, as in ma-aattain yung goal na ‘no child left behind’... Hindi mo talaga sila maiiwan eh, kasi nga differentiated yung instruction.” 

(For me, actually, one reason why I see this as important to share in the field, is because first, it’s already here. During the mapping (referring to the 20 Days to Reach Every Child Campaign), we have already encountered [children with disabilities. So, if they’re not aware… how will they handle these children? And if they don’t know [inclusive language]? Then these children will get bullied… Teachers will at least be aware that there are terms you are not supposed to use, be aware that there are dos and don’ts. So, this would help somehow. And one more thing that encouraged me is during the trainings, in sank in that if the application you have for regular learners is that of for [learners with disabilities], if [learners with disabilities] can learn, how much more if this is applied to regular learners? So, for me, to truly attain the goal of ‘no child left behind’… you really won’t leave them behind, because there is differentiated instruction.)

However, Teacher Iyasmen acknowledges that initiating an effort of this scale is not that simple. Having gone through the complex process herself, she knew that they were only able to succeed with a myriad of factors that happened to fall into place at the same time. Still, she emphasizes that making inclusive education happen is truly worth it to contribute to creating an inclusive Bangsamoro.  

For her, sometimes, all it takes is going back to the ‘why’ – and the ‘why’ is the collective hope the KaISA community has for every learner in the Bangsamoro. Though it may take a long time – five years, ten years, or fifteen years – Teacher Iyasmen is certain that change is possible, as long as one is willing to commit. 

Iyasmen Dandamun is the current Special Education (SPED) Focal Person of the School Division Office of Lanao del Sur, headed by Schools Division Superintendent Rubina Mimbantas Macabundar. She is serving as a Team Leader in the KaISA Project, alongside other Team Leaders mentioned who spearheaded the roll-out in their school division. Logistics and secretariat support were also provided by Janice Rivera and Lafayette Ampatua. 

In 2011, the Bangsamoro Ministry of Basic, Higher and Technical Education (MBHTE-BARMM) established the order, “Adopting the National Indigenous Peoples (IP) Education Policy Framework,” which aims to provide access to quality education that equitably caters to IP learners. This is in recognition of the role of education “as a necessary means to realize other human rights and fundamental freedoms”. 

For IP learners, accessing quality education that is inclusive of their identity and needs is among their priorities. MBHTE Bureau of Indigenous Peoples’ Education (IPED) Imelda Sombrito puts an emphasis on the importance of IP participation, inclusion, and empowerment not only within the classroom and school, but in the way education itself is designed. In her experience, education is not only a need that must be addressed in itself – it is also a tool that provides a cultural value to IP communities. 

What can inclusive education look like for IP learners and their communities? 

Reaching IP communities through inclusive education  

Sombrito has had a lot of experience working with IP communities in the education space, having worked with whole generations of IPs. She describes working with them as a “big challenge”:   

“Most of them, kakilala. What makes it challenging is working with other (school) divisions. [The] reality is not all divisions can be entered if walang pahintulot. Hindi makukuha ang suporta [kung] you yourself wala kang rapport with them. Working with the IPs is a privilege and challenge: privilege, because I got firsthand information on [their] processes, [on] their challenges within their community, within society and locality. [The] challenge – paano marating? Paano mabigyan ng magandang education?”

(Most of them are people we know. What makes it challenging is working with other (school) divisions. [The] reality is not all divisions can be entered if you don’t get permission. You will not get their support if you yourself do not have any rapport with them. Working with the IPs is a privilege and challenge: privilege, because I got firsthand information on [their] processes, [on] their challenges within their community, within society and locality. [The] challenge – how can we reach them? How can we provide quality education?) 

For her, one of the strongest solutions is the MBHTE’s Inclusive Schools Approach supported by the Australian Government aimed towards providing inclusive education for every learner in BARMM. When inclusive education exists in one community, all learners can know that they are part of that.  

Cultural preservation stands out as one of the priorities of the IP sector, which is critical especially given the threat of cultural erasure caused by their fading oral traditions, the primary way by which indigenous cultural values are passed down from generation to generation. The gradual fade of the practice of oral traditions in IP communities may come as a result of factors among which are social exclusion and socioeconomic poverty. These factors put a strain on community relationships, especially for young IP learners who may have a limited understanding of their cultural history. Sombrito emphasizes that cultural preservation as part of inclusive educational practices provide an opportunity for IP learners to understand their place in the world in the context of their ancestral history and fosters a deeper sense of connection to one’s roots. This enables IP learners achieve self-realization and self-acceptance and be empowered to learn and create the future they want for themselves.  

“This is one way of keeping our children grounded in their unique culture. Kailangan malaman ang pinagmulan. (We must understand our history.) We are worthless without it.” 

Cultural preservation in inclusive education starts with the community. To truly manifest inclusive education for IP learners, their communities must be included in the design process and have a consensus on what this looks like for them. “Kailangan malaman mo (You must learn) everything about them and respect it and help them materialize their culture.”  

For Sombrito, the establishment of Inclusive and Supportive Centers of Learning (ISCL) is a way to manifest this vision for inclusive education.

“Having the ISCL within the community itself, it already has a personal touch. We work with teachers and the community. Hinihingi natin sa kanila kung anong gusto nilang makita dun. Sila mismo, alam nila kung anong dapat makita dun... Pagpasok sa ISCL, nakikita yung gamit na amin sa classroom. There’s a sense of ownership. Mabibigay yung value of owning that ISCL. Sila nag-isip, [so] they themselves, they have an obligation to protect it. They have a sense of pride.”

(Having the ISCL within the community itself, it already as a personal touch. We work with teachers and the community. We ask them what they want to see in it. They themselves know what should be present there… When they enter the ISCL, they see things in the classroom that are familiar to them. There’s a sense of ownership. They will receive the value of owning that ISCL. They came up with it, [so] they themselves, they have an obligation to protect it. They have a sense of pride.) 

Realizing inclusive education takes time and a united community 

Imelda Sombrito strongly advocates for involving and consistently ensuring that IP are represented in any initiative that intends to serve their community. This can only be achieved by taking the lead in reaching out and coming from a place of understanding and respect when listening to their needs and help them materialize the future that they aspire for. 

For her, inclusive education for IP learners must have interconnectivity, because IP learners are not one-dimensional.

“Just imagine an IP with a disability, living in an unreachable area. That’s injustice. It’s our responsibility – not only parents, teachers, principals – all of us have a contribution sa pagpapalaki sa bata (in raising a child). Mamumulat ang bawat isa sa (Everyone will be enlightened through) inclusive education. [The] entire community is able to help.” 

As the saying goes, “It takes a village to raise a child.” Reaching every child is the responsibility not only of the parent nor only of the teacher or school; to truly nurture every child, the entire community to create a world that is inclusive of their identity and makes them feel that they belong. By making inclusive education happen, communities can come together to bring this vision to reality. 

“We are also included in the community. Just because we have disabilities does not mean that we will be left out – it is not like that. We also have worth in society – we are valued.”   

This is a strong and heartfelt statement by a remarkable leader in South Upi, a municipality of Maguindanao del Sur, that highlights a need for representation in social inclusion. Brian Tenorio is an accomplished PDAO (Persons with Disability Affairs Office) Officer who is dedicated to addressing the barriers to education that people with disabilities like him experience.   

South Upi, a tri-people community – the Indigenous Peoples, Christians, and Moros – focuses on promoting social inclusion, particularly in education. Brian Tenorio, a member of the Inclusion Support Group (ISG) of Timanan Central Elementary School (TCES), participates in leading the implementation of the Ministry of Basic, Higher and Technical Education (MBHTE)-led Inclusive Schools Approach supported by the Australian Government for learners with disabilities at the pilot Inclusive and Supportive Center Centre for Learning (ISCL) designed for TCES. His dedication to promoting inclusion for all learners is evident in what he has achieved in promoting inclusive education and supporting the development and implementation of inclusive practices in South Upi.  

An empowered leader empowers others   

From a simple living, Brian Tenorio began his humble beginnings in serving the disability sector by being part of the PDAO South Upi staff in August 2021. This position empowered him to implement what he knew and to concretely make a change for the sector. Among his responsibilities was designing programs that would cater to the needs of people with disabilities. One of these interventions that PDAO South Upi implemented was establishing associations for people with disabilities per barangay, with Brian as the current president of his barangay. In South Upi, a federation was also established to oversee the associations in 11 barangays. This serves the goal of representing persons with disabilities and providing them with a platform to participate in building disability-inclusive communities.   

Furthermore, the Ministry of Social Services and Development continuously aids the barangay organizations through the PDAO with the needs of people with disabilities such as assistive furniture and devices. The assistance provided by the South Upi local government unit (LGU) helps the organizations to operate. The mayor of South Upi, Hon. Reynalbert Insular, shows committed, strong support for the sector, recognizing the importance of providing for the needs of all underrepresented sectors in South Upi to make social inclusion a reality.  

Even with the services provided, one of the obstacles that PDAO continuously mitigates is the isolated geographic location of the members – bringing concerns about poor signal for communication and rough roads unsuitable for people with difficulty in mobility. Brian stated that if there is a meeting with other barangay officers with disabilities, they cannot attend due to the said concerns. Setbacks like this did not stop Brian from continuing his campaign to empower people with disabilities.   

Representation in breaking the exclusivity chain   

Brian Tenorio firmly believes in the concept of inclusivity in schools. The inclusion of learners with disabilities with other classmates in the school through mainstreaming with appropriate teaching strategies and fostering inclusive learning environments disintegrates the understanding of exclusion and enhances acceptance and respect amidst differences.

  “Masasabi kong mahalaga talaga, kasi ‘yong mga bata… ‘yong may mga kapansanan na [may disability], ‘di na sila mahirapan na maghanap ng kanilang way, kumbaga. Kasi alam na nila kung saan sila lumugar at tsaka… doon sa mga kasamahan nila na… parang maiba ‘yong [perspective] nila,” the PDAO staff described.    

(What I can say is really important, because those children… those with disabilities, they will no longer find it challenging to find their way, basically. Because they will know where their place in the community is and… for their peers, they will change their perspective.)

Brian also added that inclusive education at TCES paved the way to eliminate cases of bullying steadily. Through the success of the Inclusive Schools Approach or KaISA Project, it enabled the children to accept all types of learners in the school; hence, he endorsed this campaign.

“‘Di natin maiwasan ‘yong bully [sa school]… andiyan ‘yong bullying – ‘di talaga ‘yan maiwasan. Pero sa dumating ito [inclusive education campaign], medyo okay-okay,” he added.

(Having bullies cannot be avoided in schools… bullying is there – it cannot be avoided altogether.But when this [inclusive education campaign] came, things became better.)

Passionate to contribute, Brian joined multiple activities as a part of ISG since the ISA’s inception in Timanan Central Elementary School. His insights helped to create a hub and referral systems appropriate for his sector. Brian Tenorio treasures the help provided by various stakeholders that not only received support but also the other locals with disabilities. He believes that representation will go far for advocacies like inclusive education, which is especially true for the KaISA Project’s ISG, composed of representatives of marginalized marginalised sectors to provide insight and experiences on what inclusion is.

“Kasali rin kami sa community. Hindi kami… porke’t may kapansanan kami, naiwan kami – hindi ganon. May halaga pala kami salipunan – may silbi kami,” Brian proudly expressed.

(We are also included in the community. Just because we have disabilities does not mean that we will be left out – it is not like that. We have worth in society – we are valued.)

For the pilot ISCL in TCES, Brian reflects on its potential impact on the school community of South Upi. Apart from that, the systemic approach such as referral systems will ensure that the needs of all learners are addressed and met.