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RNG Bank Salary Loan Table for DepEd Teachers

Salary Loan Table - RNG Coastal Bank RNG Bank offers salary loan for permanent DepEd teaching and non-teaching staff thru Automatic Payroll Deduction System (APDS). Features: 📍LOW INTEREST RATE 📍LOAN AMOUNT UP TO 500,000 📍5 YEARS MAXIMUM LOAN TERM 📍NO HIDDEN CHARGES 📍NO NEED TO GO TO THE OFFICE A Bank that is built with trust and integrity and committed to provide quality and safe banking services to its existing and future clients, RNG Coastal Bank, Inc . is a banking institution established in the year 1974. The Bank has 15 operating branches in the Visayas, 11 in Cebu and 4 in Bohol. Providing various financial products and services to its clients for almost 50 years, RNG Coastal Bank remains strong and continuously grows its number of branches to reach more Filipinos. Here are the branches of RNG Coastal Bank: RNG Coastal Bank Head Office Cor. Cabancalan Road, Talamban, Cebu City 6000 Labangon Branch Punta Princesa, (Labangon) Cebu City Asturias Branch Poblacion, Asturias, Ce...
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Why the Philippines needs to implement the Inclusive Education Act now

Why the Philippines needs to implement the Inclusive Education Act now

The Philippines has a law that aims to provide quality and accessible education for children with disabilities, but it has not been fully implemented yet. This is a serious problem that needs to be addressed urgently, as millions of children are missing out on their right to learn and thrive.

Why the Philippines needs to implement the Inclusive Education Act now

The law, known as the Inclusive Education Act or Republic Act 11650, was signed in March 2022. It requires that every municipality or city should have at least one Inclusive Learning Resource Center (ILRC), which is a one-stop-shop for learners with special needs. ILRCs offer learning support, free therapy services, and health and social welfare assistance for children with disabilities and their families.

The law also assigns specific roles to different government agencies, such as the Department of Health, the Department of Social Welfare and Development, the Department of Public Works and Highways, the Department of Labor and Employment, and the local government units, to ensure the holistic development and inclusion of children with disabilities.

However, three years after the law was passed, the Department of Education, which is the lead implementing agency, has not yet finalized the implementing rules and regulations (IRR) and the five-year roadmap for the law. This means that the ILRCs have not been established in most localities, and the children with disabilities are still relying on the regular special education (SPED) schools, which are often inadequate and inaccessible.

One of the main challenges in implementing the law is the shortage of health professionals who can assess and diagnose children with special needs. According to a development pediatrician who testified in a House hearing, there are only 96 development pediatricians in the country, and they are not the only ones who can do assessments. There are also child psychiatrists and neurologists, but they are also few and far between.

This situation forces the DepEd to depend on the help of the local government units to assess the children with disabilities, which is not ideal. As one DepEd official said, "Ideally, it should be an expert who determines if a student needs to be (in SPED)."

The lack of assessment and diagnosis also leads to the underreporting and under-enrollment of children with disabilities. Data from the DepEd showed that the enrollment of students with disabilities dropped by 74% during the pandemic, from 360,000 in 2020 to 94,000 in 2021. This means that more than 260,000 children with disabilities were left out of the formal education system, and possibly more who have not been identified or registered.

This is a tragic loss of human potential and a violation of human rights. Children with disabilities deserve to have equal opportunities and access to quality education, health, and social services. They deserve to be included and valued in their communities and society.

That is why the Philippines needs to implement the Inclusive Education Act now. The DepEd should not bear the burden alone, but should demand the cooperation and support of the other agencies and stakeholders involved in the law. The government should allocate sufficient funds and resources to establish the ILRCs and train the personnel needed to run them. The civil society and the private sector should also contribute to the advocacy and awareness-raising efforts to promote the rights and welfare of children with disabilities.

The Inclusive Education Act is not just a law, but a vision and a mission. It is a vision of a more inclusive and compassionate society, where diversity is celebrated and respected. It is a mission to empower and enable children with disabilities to reach their full potential and contribute to the development of the nation.

The time to act is now. The children with disabilities cannot wait any longer.

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