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.
Why inclusive education is worth going beyond for
Teacher Iyasmen described having felt confusion when they first learned learnt about the foundations of the Inclusive Schools Approach and the concept of inclusive education that was being introduced to them for the first time.
“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.