Comments on the consolidated Senate Bill No. 69 entitled: AN ACT INSTITUTING SERVICES FOR LEARNERS WITH DISABILITIES IN SUPPORT OF1 INCLUSIVE EDUCATION, ESTABLISHING INCLUSIVE EDUCATION LEARNING2 RESOURCE CENTERS FOR LEARNERS WITH DISABILITIES CHILDREN AND YOUTH WITH SPECIAL NEEDS (CYSNs) IN ALL PUBLIC SCHOOL DISTRICTS PUBLIC SCHOOLS DIVISIONS4, PROVIDING FOR STANDARDS AND GUIDELINES5, AND APPROPRIATING FUNDS THEREFOR
Prepared by Celia M. Reyes and Aubrey D. Tabuga1
On Section 2.D. On whether we should use any of these words - “special, differentiated, unique” pertaining to the requirements of LWDs in the following:
(D) consider the special requirements of LWDs in the formulation of inclusive educational policies and programs
We recommend using more general term if not just “requirements” (so it should read “consider the requirements of LWDs in the formulation of inclusive educational policies and programs”) because LWDs are diverse in their disability and circumstances; their requirements are also diverse – these can be both special (relevant to their type of disability or impairment) and non-special. We must not assume that all their requirements are special or unique or differentiated. Some LWDs may already have access to relevant learning devices or equipment, but they might just be in need of a larger space (in the case of mobility-impaired learners); some may just be in need of small subsidy for transport or school supplies which the family cannot afford. The bill must provide a room for local school boards and other stakeholders to determine the requirements of LWD and address such requirements more effectively. Putting an adjective to describe their requirements may act as a limiting factor.
