JULY 21, 2019

PWDs RIGHT TO EDUCATION:

PUP STUDENT HANDBOOK POLICY REVIEW AND INVESTIGATIVE STUDY
USING PESTEL ANALYSIS MODEL

Education is a universal right. It is to be enjoyed by all persons including those

with disabilities. The Philippine government, being signatory to international agreements
on the protection of the rights of persons with disabilities (PWDs), has already made
significant achievements to provide access to education of PWDs. The Commission on
Higher Education (CHED) had come up with guidelines on the admission of students with
disabilities in higher education. (Arnila, Arvin Kim, 2015).
This policy review and assessment through PESTEL framework discussed specific
issues that affects and describes the challenges encountered by differently-able PUPians to
get access to education and more importantly, this would provide a menu of policies and
strategies that need to be put in place, improved and implemented by a range of
stakeholders in order to realize the right of each and every individual with a disability to
quality education.
Using the PESTEL Analysis Model, the reviewer would like to find out the extent
of its implementation as experienced by the PWDs PUPians in terms of: accessibility of
facilities, adaptability of the curriculum, instructors' preparation and discriminatory
provisions in the academic policies of the university and community acceptance of
students with disabilities.
Hence, this policy review and readiness assessment aimed to promote inclusive
education systems that remove the barriers limiting the participation and achievement of
all PUPians' diverse needs, abilities and characteristics and that eliminate all forms of
discrimination in the learning environment.
PUP has more than 20 campuses and extensions across Central Luzon, Southern
Luzon and Metro Manila. With over 50,000 enrolled students, PUP claims to be the largest
state university in the Philippines by student population. Furthermore, due to the Universal
Access to Quality Tertiary Education Act of 2017 this mandates free tuition and fees for
all students of state universities and colleges, student population in the said university
continuously increasing in number each year.
(wikipedia.org/wiki/Polytechnic_University_of_the_Philippines, Retrieved July 7, 2019).
This statistical data triggered the reviewer to assess the readiness of the university
to cater the needs of the PWDs (students with special needs) who were currently enrolled,
their challenges experienced during enrolment, the accessibility of the facilities, teaching
instructions and curriculum adaptability and other material resources. This study reviews
the content, guidelines, functionality, and outlines enabling conditions and challenges
related to implementation of the said provision.
Furthermore, in this context, the reviewer would like to review the policy, assess
the admission guidelines (as indicated in PUP Student Handbook Revised 2015) and to
evaluate the readiness of the said university to cater the needs of students with different
educational needs. However, this study review and assessment focused only on PUP
Quezon City Branch admission procedures and practices as well as its extent of
implementations.
 FRAMEWORK
PWDs RIGHT TO EDUCATION:
PUP STUDENT HANDBOOK POLICY REVIEW AND INVESTIGATIVE STUDY
USING PESTEL ANALYSIS MODEL
P E S T E L
POLITICAL ECONOMIC SOCIOLOGICAL TECHNOLOGICAL ENVIRONMENTAL LEGISLATIVE

Is the PUP What are the What are the Is the University Is the University Is the University
Student demographic social/attitudinal provide available and prepared to admit strictly
Handbook characteristics issues and ample visual/hearing and provide PWDs implementing
of PWD challenges aids and other friendly facilities the existing the
Committee
students in encountered in material resources. and infrastructures policies ?
Board terms of: school? such as ramps in the
considered Is the University had campus?
the holistic a. sex; adaptive curriculum
welfare and and assistive
development b. program educational
of all enrolled; technologies for
PWDs PUPians?
students
c. type of
including the disability; and
fundamental
rights of d. economic
PWDs? status.

Review and
assess the
admission
guidelines/
academic
policy
(curriculum)
pertaining to
inclusive
education
(student with
special needs
right to
education)
as indicated
in PUP
Student
Handbook
Revised
2015.

Person with Disabilities (PWDs) PUPians Right to Education

 Paradigm 1
The paradigm showed the different areas of concerns that the reviewer would like
to focus in her analysis. The six (6) areas were the following: political, economic,
sociological, technological, environmental and legislative perspectives in relationship to
PWDs' PUPians needs right to education. This sought to determine the composition of the
PUP Student Handbook Committee Board and review the policy guidelines especially the
admission procedures, and extent of compliance and implementation. Furthermore,
economic and social perspectives were done in descriptive method specifically in
identifying the demographic profile in terms of sex, program enrolled, type of disability
and its economic status. Sociological issues and challenges were determined through their
personal experiences and encounters among PUP Quezon City Stakeholders. This also
aimed to know if the technological supports and interventions were available and visible
such as the ramps, adaptability of the material resources and other facilities. Lastly, this
review analysis assessed the legal bases of the policy and its extent of strictness in terms
of compliance and implementation as indicated in the student handbook.
This study review and assessment sought to anwer the following questions using
the PESTEL Model.

Political Issues
1. Who are involved in the revisions of the Student Handbook?
2. Is the Student Handbook Committee Board considered the holistic welfare and
and fundamental rights of PWDs PUPians?
3. Is there specific admission guidelines for the student with special needs?
a. Are there specialized tests made for those student applicants with
special needs specifically those with visual impaired?
b. Are they given special schedule dates for testing and adaptive/assistive
and accesible venue for the PUPCET?
3. Are the academic guidelines such as curriculum and teaching instructions
provisions were adaptable to their needs?

Economic Issues
What are the Demographic characteristics of student with special needs in terms
of:
a. sex
b. program enrolled
c. type of disability; and
d. economic status.
Sociological Issues
What are the socia and attitudinal issues and challenges encountered by PWDs
PUPians in school?

Technological Issues
1. Is the University provide available and ample visual/hearing aids and other
material resources for PWDs students? and

2. Is the University had adaptive curriculum and assistive educational technologies

for PWDs PUPians?

Environmental Issues
1. Is the University prepared to admit and provide PWDs friendly
facilities/infrastructures such as ramp in the campus?
2. What environmental challenges they experienced in school?

Legislative Issues
1. Is the University strictly implementing the existing policies?
2. Is the provisions in the student handbook were consistent and properly
implemented?

The reviewer, who happened to be the Guidance Counselor of the PUP Quezon
City, purposely invited the PWDs PUPians for interview and counseling on the issues
related to the challenges they experienced from the time they applied, took the PUPCET
and became a student of the said university.

DISCUSSIONS ON POLITICAL ISSUES

Policy Analysis Review and Assessment on the Admission Guidelines pertaining to

Inclusive Education as indicated in PUP Student Handbook
As indicated in the student handbook, Title 2. Student Rights, education is one of
the fundamental rights, hence it is the responsibility of the State to provide quality and
accessible education. Furthermore, no student shall be denied to nor be expelled by the
school on the account of his or her physical handicap, socio-economic status, political or
religious beliefs, sexual orientation or membership in the student organizations, nor shall
pregnant students and certified reformed drug abusers be discriminated against.
Title 5: Academic Regulations, Procedures and Services, Section 6.
CLASSIFICATION OF STUDENTS
 Section 6.2.4. Special needs student- PUP gives importance to the following
modified facilities and equipment, as minimum requirements, for special students needing
special education:

a. For persons with visual impairment- sensory and tactile materials, Braille
books and record materials, Braille writing, painting and reading machines, orientation
and mobility equipment.
b. For persons with hearing impairment- group or individual hearing aids, speech
trainers, tape recorders and speech or language kit containing auditory and language
training materials.
c. For persons with orthopedic handicaps- the requirements provided by Batas
Pambansa Bilang 344, otherwise known as the Accessibility Law, shall be complied with,
including adjustable desks or chairs and adopted physical education apparatuses.

Other types of learners with special needs or those with behavioral problems
including the autistics , those with learning disabilities and those with multiple
handicaps-instructional devices and equipment for behavioral modification, perceptual
motor training, and daily living skills, language and speech and cognitive skills
development (Per CHED Memo 30, s. 2009).

According to Section 6.2.4. Special needs students were categorized into three (4)
classifications namely: persons with visual impairment, hearing impairment , orthopedic
handicaps and those with behavioral problems including the autistic and other learning
disabilities.
Generally, the said provisions were cascaded and anchored to PUP Mission which
states that “ providing appropriate attention to the alleviation of the poor…and provisions
for more equitable access to higher education opportunities to deserving and qualified
Filipinos.”
Moreover, this was in accordance with the Commission on Higher Education
(CHED) mandates to promote the welfare of the students with special needs specifically
cited in CMO-No. 09-s. 2013 - Enhanced Policies and Guidelines on Student Affairs and
Services and CMO No.23-s. 2000 - Quality Education for Learners with Special Needs.
The Commission urged higher educational institutions to: 1) Admit learners with special
needs; 2) Inclusion of SPED programs for teacher training institutions; and 3) Facilities
and equipments be modified to ensure quality education is made accessible to learner with
special needs.
Policies towards and understanding of inclusion vary considerably. The concepts
of integration and inclusion are not always clearly distinguished from each other and are
often used interchangeably.
 On this context, PUP as it claimed to be the largest state University by student
population was assumed to cater more students with special needs. However, no literature
nor institutional studies that would tell and supports the total number of students with
special needs enrolled in the University including those twenty four (24) branches and
campuses. Hence, tracking system is a need for monitoring purposes. Such way, their
representations are recognized and considered.

As reviewed, there are no specific admission guidelines for PWDs student. Good
thing that PUP responsively included those students with special needs by classifying
them accordingly in the student handbook. However, there's a clear omission of the
admission guidelines for the students with special needs. Among of the loop holes in the
process, first, on the admission process; how these students are admitted? Do these
students have to take same long process what the regular students normally went through?
(Assumption: not all PWDs students were orthopedic handicap others were visual, hearing
impaired and with psychosocial disabilities.)

Those students with visual impairment, are there any specific tests (in Braile) that
they will use for the PUPCET? Are they being track and given a special dates for testing?
These are among of the few issues and concerns that the University must put into action
especially on the admission of students with special needs. Such omission and unclear
guidelines might cause confusions to the student-applicants thereby, limiting the
possibility of getting admitted. With these, specific admission guidelines must be
responsive also to the learners with special needs.

According to Asst. Prof. Adelio Sulit, Chief Admission Services- PUP Sta Mesa,
previously it was a practiced that PWDs such as visual and hearing impaired student-
applicants were separately given an assessment however, some issues and concerns were
rose such as the Guidance and Testing Services test administrators and proctors were not
trained for the administration of the test intended for the students with special needs.
Furthermore, he admitted that in the present PUP iApply System, PWDs student-
applicants were not tracked hence no interventions were given. Same College Aptitude
Test (CAT) was given to all, unless the said PWDs’ applicants would notify the office.
Special arrangements were taken and considered.

On the manner of teaching instructions, are the faculty can facilitate the learning
process for these students? Do they have specialized trainings and workshops? Obviously,
the answers here were “no”. Faculty lacked of trainings in handling a class with students
with special needs. Adaptive classroom tasks and assignments must be part of the
considerations especially in PE classes.

Lastly, its’ still unclear on the restrictions of the students with special needs
especially those with physical disability in rendering their ROTC/NSTP. Hence,
appropriate and necessary actions must be done to exempt those students or by giving
them special tasks or assignments.

As an institution, that advocates and caters both individualized and specialized

needs of the students, the realization of relies on political will and commitment, together
with mechanisms for ensuring good governance, defined as “The exercise of economic,
political, and administrative authority to manage a country’s affairs at all levels and the
means by which states promote social cohesion and integration, and ensure the well-being
of their populations. It embraces all methods used to distribute power and manage public
resources, and the organizations that shape government and the execution of policy. It
encompasses the mechanisms, processes and institutions, through which citizens and
groups articulate their interests, exercise their legal rights, meet their obligations and
resolve their differences.”
ttps://www.google.com/search?q=opportunities+and+challenges+of+pwd+students

With this, the Board Committee which were composed of the following : Head of
OSAS, ANAK-PUP Student Councils Federation, PUP Faculty Association, Alumni
Association, VP for Academic Affairs, Legal Officer, University Board Secretary and
Consultants should carefully check, more sensibly and humanely considered the welfare
of PWDs PUPians hereby respecting their equitable and equal rights to education through
clearly stating the provisions of inclusive education from admission procedures and
guidelines , mainstreaming in the curriculum and instructions and other academic and non
–academic programs and activites of the university.

Thus, PUP need to be accountable, transparent, ensure access to justice and the
rule of law, and enlist stakeholder participation. A commitment to principles of good
governance, across all relevant academic and non-academic and administrative levels, is a
vital prerequisite for change.
 DISCUSSION ON ECONOMIC ISSUES

In the study conducted by World Bank (2012) concluded that “disability is

associated with long-term poverty in the sense those with disabilities are less likely to
acquire the human capital that will allow them to earn higher incomes”. Educating learners
with disabilities is a good investment. A World Bank paper notes that it reduces welfare
costs and current and future dependence. It also frees other household members from
caring responsibilities, allowing them to increase employment or other productive
activities. It is in the economic interests of governments to invest in the education of
learners with disabilities in order that they can become effective members of the labor
force as they grow up.

On this part, economic issues pertaining to students with special needs were
reviewed and discussed. The reviewer, who was the Guidance Counselor of PUP Quezon
City, modified an Individual Inventory Record intended to those students with special
needs for tracking, monitoring and research purposes. Forms were distributed per program
and year level. This was done during the room to room activity of the Guidance Counselor
in line with the individual analysis and inventory period.
Data gathered and retrieved were recorded and summarized. Also, these data were
used for counseling purposes. Informed consent was asked during the said activity.
The following were the frequency and percentage distribution of student with
special needs by their demographic characteristics.

Percentage Distribution of Students with Special Needs by Sex

Sex Frequency Percentage
Male 11 64.71%
Female 6 35.29%
Total 17 100%

The data above showed the distribution of students with special needs based on
their sex. Male students outnumbered the female students by almost 29%. More male
students enrolled in PUP Quezon City had specialized needs compared to female students.
 Percentage Distribution of Students with Special Needs by Program Enrolled
Program Frequency Percentage
Human Resource Development Management 3 17.65%
Marketing Management 2 11.76%
Entrepreneurship 9 52.94%
Business Technology and Livelihood Education 1 5.88%
Information Technology 2 11.76%
Total 17 100%

Based on the program, mostly of the students with special needs were enrolled on
the BSBA Entrepreneurship (52.94%) while only one (1) student enrolled in Bachelor in
Business Technology and Livelihood Education with disability. This would mean that
student chooses a program that could generate, create and empowered them to manage a
business on their own in the future.

Percentage Distribution of Students with Special Needs by Types of Disability

Types of Disability Frequency Percentage
Hearing Impairment 1 5.88%
Visual Impairment (Far sighted) 1 5.88%
Physical/Orthopedic Disability 2 11.76%
Medical/Chronic Illness 5 29.41%
Psychosocial Disability 8 47.06%
Total 17 100%

As indicated above, mostly of the students with special needs had psychosocial
disabilities (diagnosed with bipolar 1, depression etc.) followed with medical/chronic
illness (heart and lung disease etc.). Accordingly, two (2) students enrolled had
physical/orthopedic disabilities. Data showed that mental health and issues concerns
should be address by the school, hence psychological interventions such as group
counseling and regular follow-up should be part of the Guidance and Counseling services.
 Percentage Distribution of Students with Special Needs by Economic Status
Economic Status Frequency Percentage
5, 000 and below 5 29.41%
5, 001- 10, 000 3 17.65%
10, 001- 15, 000 2 11.76%
15, 001- above 7 41.18%
Total 17 100%

Based on the economic status, 29.41% of the students belong to the family whose
monthly income was Php 5, 000.00 and below, on the other hand; two (2) students belong
to a family whose family earning was Php 10, 001-15, 000 a month. This only showed that
many of the students with disability belong to the poorest of the poor.
The level of education also plays a part in the employment rate of PWDs. Most of
the PWDs in the Philippines came from the poorest section of the country, which means
that there is not enough time for them to get an education. They would rather work at an
early age to support their family and their own. Many persons with disability (PWD)
belong to the poorest sectors of society and their poverty and disability severely limit their
entry into employment. It has been pointed out that figures on the labor participation of
PWDs in the Philippines are inconsistent and not well established (Buenaobra, 2011)

DISCUSSION ON SOCIAL ISSUES

PUP should not only capable of providing quality education to all; also the
university should assured that the social environment of all learners especially those with
disabilities were recognized, unconditionally accepted and respected hereby helping them
to change discriminatory attitudes of the stakeholders in creating welcoming communities
and in developing an inclusive society. A change in social perspective is imperative.
However, there were reports and cases that the implementation of inclusive
education is hampered by persisting negativity towards disability among the members of
the PUP community. On the contextual point, some terminologies must be appropriately
used to avoid discrimination and labeling. Accordingly, the said classification of student
as defined in the handbook such as "Special Need Students", other terms such as autistic,
as stated herewith deemed discriminating; hence, creating a negative psychological impact
on the person's total well-being specifically its worth as a person. I would like to reflect on
the idea that such provisions used here were crafted and made for the welfare of its
stakeholder especially the students. Thus, appropriate humane terms were recommended.

Labeling and discrimination in any forms must be highly discouraged and must be
constructively corrected across all discipline might be in written forms ( memoranda,
books, brochures, handbook, other references ) or verbal forms such as in our academic
and non academic discourse, researches, extension and to the delivery of students
services. Accordingly, emphases must be on its worth as a person rather than to its
disability hence person -first language rule must follow. Instead of saying "Special
Student" and "autistic "and "multiple handicapped", most humane and appropriate way of
saying these were "Student with Special Needs, "student with autism" and "student/person
with physical disability" respectively. Psychologically speaking, this way we convey that
we understand that someone is living with an issue—not that their disability or difference
is their whole life.

The following were the responses of the PWDs PUPians on the following question:

What are the social/attitudinal issues and challenges they encountered in school?

SOCIAL DISCRIMINATION, BARRIERS AND CHALLENGES

ENCOUNTERED BY PWDs PUPIANS

FOCUS GROUP DISCUSSION

According to Participant A, some of her classmates bullied her.

PARTICIPANT A

As stated by Participant B that she was discouraged and

unmotivated to join the activities and to participate in class.
PARTICIPANT B

According to Participant C, she felt ashamed every time she was

called to recite.
PARTICIPANT C

For Participant D, it was an amazing experienced when found her

true friends in PUPQC.
PARTICIPANT D
 According to Participant E, she was bullied with her disability but
PARTICIPANT E thankful for the support of the school staff especially the
Guidance Counselor.

For Participant F, psychologically she felt anxious and apprehensive

PARTICIPANT F interacting to her classmates and professor.

According to the Participant G, it was a challenging experienced

PARTICIPANT G however, he was optimistic having supportive friends in school.

As stated by the Participant H, almost every day was a struggle but

PARTICIPANT H appreciating the presence of good friends around the campus.

For Participant I, it was an overwhelming experienced to have a good

PARTICIPANT I support system in school.

According to participant J, he hated when he was teased and joked by

PARTICIPANT J his peers.

According to Participant K, sometimes it’s good to have many friends

PARTICIPANT K however in a subtle way he was bullied.

According to Participant L, few to mentioned Instructor wouldn’t

PARTICIPANT L understand the condition.

PARTICIPANT M As stated by Participant M, he felt ashamed interacting.

PARTICIPANT N For Participant N, obviously he was uncomfortable and timid.

PARTICIPANT O According to Participant O, so anxious to be in the crowd.

 PARTICIPANT P As stated by Participant P, sometimes he was anxious but so
impressed how his classmates and the school accepted him.

PARTICIPANT Q For Participant Q, socialization was so challenging for him

especially that he couldn’t hear clearly.

There are different social issues and challenges based on the participants’
responses. Many of them had low self-esteem, felt discouraged, anxious and were bullied.
However, the presence of their friends and other support systems in school made their
social life and schooling more meaningful.

Hence, administration, faculty, students and other stakeholders must be mindful

and sensibly need to create positive experience to the students with special needs. Right
choice of words to address them would mean to reflect their worth and dignity. Sad to say,
still many people on the academic sector such as faculty who were inconsiderate of their
condition. Those whom we expected to build the morale of the students were the one who
used to degrade them in a subtle way.

DISCUSSION ON TECHNOLOGICAL ISSUES

Use of assistive technology can be defined as any device that makes it easier for a
student with a disability to perform a function. Schools need to explore a broad range of
resources and tools to facilitate the learning of PWDs. Classrooms can be equipped with
educational visual aids and activity materials which will support the learning of all PWDs.
Any particular lesson can deliver the same teaching aim, but different groups of learners
may approach it in entirely different ways using different materials at the same time.
Using computers and related assistive technology in educational activities helps
PWDs gain self confidence, social skills, communication skills, problem solving skills and
a wide range of abilities and knowledge needed to function in society. Establishing writing
device, to help with writing; listening devices, such as headphones or microphones worn
by the Instructor in order to hear properly in the classroom; or devices that helps students
read books, interact with peers or even move around the classroom. Some assistive
technology provides students with access to course materials and information, such as
software that reads books and worksheets out loud for students, books on tape or other
audio format, or alternative keyboards that make it easier to use the computer. This type of
technology helps PWDs read and process information in order to participate in the
classroom. For all students with special needs, the computer provides topics and incentive
for learning at all levels. Assistive technology needs to be incorporated into a student's
academic and cognitive development.
In reality, PUP had to admit that the university lacked resources and those
mentioned instructional materials or aides were unavailable to cater the needs of the
students with special needs. Appropriate signage for those students with visual
impairment, auditory aide and the like were not materialized and visible.

DISCUSSION ON ENVIRONMENTAL ISSUES

PUP should look at their state of readiness to become more inclusive, and identify
the steps needed to go forward. In so doing, consideration can be given to the cultures,
policies and practices that are needed. This might include the development of a PESTEL
framework, school self-assessments as well as school development plans. It will also
involve analysis of existing resources and initiatives including the availability of
community and parental support. All members of the PUP community should be involved
in developing the policy –administrative officials, staff, faculty, students and their parents
− as this will strengthen ownership and understanding. The process of its development is
also an opportunity to address the issues and learn why they are important, and to develop
skills in negotiation, listening and understanding different points of view and types of
experience. Efforts will also need to be made to address by faculty associations, school
boards, student council and other functioning school support groups to increase their
understanding and knowledge of disability so that they are willing to accept PWDs
PUPians to mainstream in schools.

Another point that I'm concerned about was that structurally and physically, in
terms of school facilities and infrastructures, the university does not offer itself a PWDs’
friendly environment to its stakeholders. Ramps for those students with physically
disability, and other facilities were not visible.. Accordingly, based on physical structures
assessment, classrooms in the ground floor of Academic Building are accessible to
students with physical needs while those in the second floor are not.
 These observations and analysis would tell that in the issue of equality and equity
to education, equality served its purpose in a manner that same opportunities were given to
all. However, academic equity deemed a problem .Equitable, accessible, concrete
interventions and specialized services must be the priority. Infrastructure to this sense
must be improved.

DISCUSSION ON LEGAL ISSUES

Accessible education defined as a way and means to ensure that all walks of life
including the differentially-able learners such as hearing, visual and mobility impaired are
able to access learning facilities with ease. On the other hand, revisiting of the student
handbook that is responsive, accessible and available to students specialized needs. At that
onset, admission examination must customize (PUPCET) that suites the needs of the
students accordingly.
Academic policy makers and boards who are part of crafting the student handbook
should respond to the needs of the end user rather than act as a vertical system that control
the process. Rules and regulations must be value-based, purpose-led and not purely
compliance-based. Hence, regulators should focus on human -centric approaches.

In general, I see the need that academic policy makers, regulators, administrators
or boards on these aspect to consider the holistic welfare of its stakeholders. Important
life’s domain must be considered be it personally, socially, psychologically, and
academically even economically in the decision making in crafting policies and
guidelines.

A representation of a policy maker in the board that advocates the importance of

humanity and its welfare; someone that can read between the lines, someone that can
balance the yin and yang of life and someone with a "oneness of mind and heart ".

Governments need to promote a strong message that all forms of violence and
discrimination are unacceptable, that schools should be rights-based and promote and
practice human rights principles. This should be accompanied by local campaigns to
promote zero tolerance of violence against learners with disabilities.

Clear codes of conduct reflecting PWDs rights principles should be established

and promoted widely for all staff, students and their families and communities.
Governments should ensure that university have trained and trusted adults to whom
students can safely and confidentially report incidents of violence and receive advice.
Complaints should always be taken seriously and be seen to do so, as lack of transparent
disciplinary actions in case of bullying can serve to encourage its continuation.

CONCLUSION

This policy review and assessment summarizes the importance of PWDs

participation in education. The issue of persons with disabilities getting an education is
not only a matter of making them be admitted to schools but more importantly, it is all
about the lifelong educational experience of the student in school. These experiences may
include making the classroom accessible and setting-up reasonable accommodations on
activities, services and other programs for easier access and full enjoyment of persons with
disabilities. These may also extend to the kind of attitudes administrators, faculty,
students, and of other members of the school community.
Polytechnic University of the Philippines falls short on complying with national
laws that ensure and uphold the rights of the person with disabilities (PWDs) to accessible
education with the absence of the policy that clearly defines reasonable accommodation
and assistance that can be extended to students with disabilities; students with this
disabilities are left to survive and thrive on their own efforts without institutional support
coming from the university.
Environmental and technological barriers make PUP Quezon City not accessible to
PWDs as it lacks many structural features. In terms of socio-economic barriers the lack of
institutional support and sensitivity leaves the splintered system of student services that
otherwise could be extended to PWDs. The lack of a holistic campus or system wide
program results in the non-compliance of the university to the Magna Carta for PWDs
with regards to education.
Faculty such as instructors were not trained on teaching students with disabilities.
The academic policy of the university, although does not discriminate students with
disabilities, has not mentioned specific academic policy and guidelines as well as
unspecified code of conduct to protect their rights. The reservations come from the
inability of the university to provide the appropriate facilities and training to develop them
to the fullest.
Despite the efforts in giving better opportunity for PWDs with equal access to
education , the university is still unprepared and unequipped to accommodate students
with disabilities with the current condition and barriers to learning.
 RECOMMENDATIONS
The following recommendations are proposed using PESTEL framework:
Area of Concerns What? How?
Political-Legal o Omission, unclear and unspecific 1. There should be a clear and specific
Admission Guidelines for PWDs admission guidelines and procedures for
Student-Applicants; PWDs.

o No specific academic policy 2. Adaptive Testing should be used for

provisions for PWDs; and those PWDs student –applicants.

o Unclear /unspecified code of conduct 3. Special scheduled dates and accessible

to protect PWDs rights against all venue for testing.
forms of discrimination, bullying,
harassment and violence. 4. The university should include a provision
on the Academic Policy as regards the
following
Issues:
a) Parallel subjects/ substitution (i.e. Speech
Communication subject for Hearing
Impaired)
b) Exemption in P.E. subjects or
Adaptive P.E. subjects
c) Exemption from ROTC/NSTP

5. Clear codes of conduct reflecting PWDs

rights principles should be established and
promoted widely for all staff, students and
their families and communities.

Socio- Economic o Socio-economic barriers encountered 1. Addressing socio-economic barriers

by PWDs PUPians (discrimination, through provision of appropriate, accessible
bullying, labeling, inconsiderate and measures such as automatic scholarship
insensitive stakeholders) grants to all PWDs PUPians.

2. There should be a student organization

(PWD Focal Person/System) for PWDs
PUPians addressing their full rights hence
empowering, recognizing and well-
representations in the university.

3. Mental health issues and concerns should

be address through different psychological
interventions especially to those PWDs
PUPians that had low self-esteem and
encountered all forms of discrimination and
violence such as bullying in school.

Technological- o Unprepared and unequipped to 1. Adopt a Tracking and Monitoring System

Environmental accommodate PWDs students; and for PWDs’ PUPians to all PUP Branches
and Campuses hereby acknowledging their
o PWDs PUPians were not monitored rights and addressing their collective issues
hence their special needs such as and concerns in the university.
accessible and equitable facilities and
assistive aids were not prioritized and
unrecognized.
References:

Arnilla, Arvin Kim A.(2015). Tracks for Students with Disabilities at the Aklan State
University–College of Industrial Technology Kalibo, Aklan, Philippines. MATSPED PhD
Student University of Perpetual Help System-DALTA Las Piñas City.

Commission on Higher Education (2000). CMO No. 23, s. 2000 known as “Quality
education for learner with special needs.”

Commission on Higher Education, Technical Education Skills Development Authority,

and National Council on Disability Affairs. (2009). Guidelines in the admission of students with
disabilities in higher education and post-secondary institutions in the Philippines.

Enano E. (2015). Padayon U.P. para sa P.W.D.: An investigative study on the admission
and accessibility of the University of the Philippines Diliman for persons with disabilities.

Republic Act. No 7277 (1992). An act providing for the rehabilitation, self-development
and self-reliance of disabled persons and their integration into the mainstream of society and for
other purposes

Republic Act No. 9442 (2004). An act amending republic act no. 7277, otherwise known
as the “magna carta for disabled persons,” and for other purposes.

The right of children with disabilities to education: A rights-based approach to Inclusive

Education (2012) UNICEF Regional Office for CEECIS Education Section Palais de Nations Ch
1211 Geneva 10 Switzerland

wikipedia.org/wiki/Polytechnic_University_of_the_Philippines, Retrieved July 7, 2019.