Department of Education(DepEd)

Good day ma'am/sir! I would like to request information about: 1. Number of enrolled SPED students in Butuan City or in Caraga Region 2. Number of currently employed SPED teachers in Butuan City or Caraga Region Your response will be very much appreciated and would have great impact on my studies. Thank you and God Bless ma'am/sir!

Public Assistance Action Center FOI Receiving Office Dear Ma'am/Sir: Greetings of Peace! In partial fulfilment of my requirements for ARCH18, Architectural Design 9 (Thesis Proposal), I, Seth Anthony B. Cubillas a 5th year student from University of Science and Technology of Southern Philippines, taking up Bachelor of Science in Architecture conducting a research study entitled “Butuan Center for Special Learning Development” humbly ask for your assistance on related matters in connection to your office. I would like to ask your good office if I can acquire demographic data specifically: The Population of In-School and Out-of-School Children with Disabilities or Special Education Needs in Butuan City. Rest assured that the data I will gather will remain confidential and be used on academic purposes only. I believe that you are with me in my enthusiasm to finish this requirement as compliance for my studies and to develop our well-being. I hope for your positive response to this humble matter. Thank you very much! Respectfully yours, Seth Anthony B. Cubillas BS - Architecture Student USTP

1.1 Case Introduction Because of disability, race, language, religion, gender and poverty, many children around the world are excluded from society (OSP, 2015). Providing equal access to quality education regardless of race, religion, etc., including disabilities (ibid) is stipulated in the Conventions on the Rights of the Child (CRC) and the Education for All (EFA) framework, but children with disabilities, in particular, face different forms of discrimination such as negative attitude, lack of concrete policies or legislation barring them from realizing their rights to health care, education even survival, lead to their exclusion from society and school (UNICEF, nd). The United Nations has crafted several declarations such as World Programme of Action Concerning Disabled Persons of 1982 and 1993 that promote the fundamental rights of persons with disabilities elaborating previous efforts to promote rights of disabled persons (United Nations Conventions on the Rights of Persons with Disabilities UNCRPD, 2006). Many governments around the world have exerted efforts in response to this UN declaration, allowing people with disabilities to exercise their rights but not limited to opportunities to receive similar services that normal people have, but more importantly their access to education. Based on the 2010 census, the Philippines in its 92.1 million people have about 1.57% of its population with disability (PSA, nd). Of this number, about 40% are between 15-49 years old and 18.9% of them are less than 14 years old, (Garcia, 2014). Based on the calculations by AIM for the Advisory Council for the Education of Children and Youth with Disability, it is expected that the range of children with disability in the Philippines will rise from 2.13 to 2.22 million in 2018. Children with special educational needs are characterized by having difficulties in learning the basic education curriculum and would most probably require a differentiated special education curriculum, as well as a functional or modified curriculum to help them attain their potential (Heward, 2003). It is a constitutional right that the state must give priority to education as stipulated in Article II, section 17 of the Philippine Constitution and Article XIV, section 1 guarantees that this education is accessible to all. In the Philippines, several laws concerning persons with disabilities have been passed such as BP 344 that aims to enhance the mobility of disabled persons among others and the RA 7277 or the Magna Carta for Disabled Persons is an act providing for the rehabilitation, self-development and self-reliance of disabled persons and their integration into the mainstream of society and was amended by RA 10524, RA 10070 and RA 09442 to expanding the provisions and establishes mechanism for the implementation of various programs and services for PWDs in every province, city and LGU (Congress of the Philippines, 1992; 2006; 2009; 2012; Batasang Pambansa, 1983). A DepEd Order No. 26, s. 1997 was also issued requiring all divisions to organize at least one SPED centre to cater to children with special needs (DepEd, 1997). These laws provide for the rehabilitation, self-development and self-reliance of disabled persons and their integration into mainstream society. With its modest historical beginning in 1907, Special Education as a part of the Department of Education’s basic education program is now a major part of the basic education in elementary and secondary schools (Bureau of Elementary Education Annual Reports, 1995-2003). There are special education programs in public elementary and private schools in all the regions of the country but lack the adequate facilities that can cater to the different needs of each disability. Having to provide a separate institution that focuses primarily on SEN students would greatly benefit their productivity in the community as well as foster a new societal culture where PWD are no longer treated as lesser members of society who require charity but can instead be respected as equals. 1.2 Statement of the Problem Although inclusivity is important, in the Philippine setting, many public schools are not fully equipped or prepared to serve medically fragile children. To date, the government support to improve access to quality education for all is still very limited. The deficit in classrooms, teaching and learning resources and many qualified teachers are still to be addressed. There are very limited schools in the country that offers special classes for children with special needs and mainstreaming of classes may be an answer. However, integrating SEN to a regular classroom possess many challenges. Mainstreaming of SEN possess positive and negative effects to SEN and non-SEN students and the entire environment is not yet ready for such condition but should always be an option provided that a separate entity provides the adequate facilities, instructional materials, curriculum, teaching approaches, school organization and management and other support systems (including identification and monitoring) to adapt for an inclusive education (Inciong, 2005). Providing a Centre for Special Learning Development provides the best educational support for special education and medically fragile students. Focusing on the collaboration between teachers, therapists, medical professionals, and parents. Architecture in this context contributes not only to SEN students’ current levels of growth performance, meeting their social, emotional, behavioural, and intellectual needs but also to all the participants aiming to build a trusting relationship, keeping the lines of communication open and striving to increase societal engagement. The possibility of providing a Centre for Special Learning Development, therefore, should answer the following problems to be feasible; 1.2.1 Research Problems a) What are the cases of disability SPED centres cater? b) What are the Different Programs offered by SPED? c) What is the statistics of in-school and out-of-school SEN children? d) What is the required student-teacher ratio per program? e) What are the required personnel and medical practitioners to be considered? 1.2.2 Architectural Problems a) With the given statistics, how many users are expected? b) With the given Programs offered, what facilities should be provided? c) What are the architectural design considerations per disability? d) What are the supporting spaces and auxiliary spaces needed to function as a whole institution? e) What are the characteristics to consider in selecting the site in terms of: 1. Micro Planning 2. Macro Planning 1.3 Project Goals and Objectives 1.3.1 Architectural Objective To provide a highly specialized institution for SEN students equipped with adequate facilities to suit each child’s individual needs shall be the main objective of this research. However, the institution should also consider the possibility of inclusion or the mainstreaming of SEN students to the regular education practice. 1.3.2 Social and Economic Objective The Association of South-East Asian Nations (ASEAN) is still developing socio-economically and now is the best time to lay the right foundation for sustainable change. While supportive legislations and policies are vital, it is just as important – if no more – to shift the mindset of society from sympathy to empathy and empowerment. (ASEAN nd.) For this to happen, PWD needs to take responsibility to acquire the skills needed to be accountable for their success in life. A highly specialized Centre for Special Learning Development allows PWD to participate fully and equally in all spheres and stages of life, PWD can be contributing members of family, community and society. This will foster a new societal culture where PWD are no longer treated as lesser members of society who require charity but can instead be respected as equals. 1.3.3 Environmental Objective Integrating nature to the built environment also benefits SEN students educationally. Environmental education connects us to the world around us, teaching us about both natural and built environments raises awareness of issues impacting the environment upon which we all depend, as well as actions we can take to improve and sustain it. The Center for Special Education would also give the existing vicinity being in the centre of the city a green space amid urbanization. 1.4 Significance of the study Education works as a multiplier since it, in turn, enables people to exercise other human rights. It enhances both economic, social, civil, political and cultural rights. To be educated improves one’s self-esteem and facilitates social mobility. It is therefore essential for every human being (De Beco, 2014). The study significantly focuses on providing adequate education equipped with facilities that can best cater to the different needs of every SEN student. The Center for Special Education does not only address the need for inclusive education, but it also provides facilities in developing life skills essential to the integration of PWD to society. 1.5 Scope and Limitations of the Study While a Special Education Center will encompass spaces typical of all schools certain areas will need particularly careful consideration of function, room size, and adjacencies, as well as special equipment and furniture. The study, however, will only be limited to architectural design and its encompassing elements such as the conceptualization of its related plans and incorporating innovations that would improve and help attain the objectives of the study.

Good day ma'am/sir! I was hoping if I can change my requested data to be 1. The number of enrolled SPED students per Diagnosis in Butuan City only: -Visual Impairment -Hearing Impairment -Learning Disability -Intellectual Disability -Autism Spectrum Disorder -Emotional-Behavioural Disorder -Orthopaedic/Pyschicaly Handicapped -Speech/Language Disorder -Cerebral Palsy -Special Health Problem/Chronic Illness -Multiple Disabilities -Gifted and Talented -other types of diagnosis 2. Number of currently employed SPED teachers in Butuan City only Your response will be very much appreciated and would have a great impact on my studies. Thank you and God Bless ma'am/sir!