by Ren Bancoro
Special education has long been clouded by myths and misconceptions perpetuating a culture of exclusion both within and outside the academe. Debunking these harmful stereotypes served as the main focus of our learning hub last October 24, 2025 which was held via Google Meet from 4:00 to 5:00 PM. Teacher Sieralyn Moya, former social studies teacher, volunteer special education teacher and current Binhi program coordinator led the session entitled, “Understanding Special and Inclusive Education: Misconceptions about Learners with Special Needs.” It was prefaced by a quick review of the commonly used terms in the field of special education such as Inclusive Education (IE), inclusion and accommodation. These concepts were later fleshed out in real-life examples derived from Teacher Siera’s experiences as an educator.
Understanding our present through the past
Despite living in modern times, students in need of special education continue to face discrimination, bullying and isolation in places where they should be receiving proper care and attention—such as the classroom. In order for us to get a deeper understanding of how we arrived at this state, we must go back in history. Teacher Siera formally opens the session with a historical timeline of special education by inviting everyone to ask the question, “When did discrimination start and why?” To answer this, she explains the extent of influence of two main factors throughout our history: religion and the scientific approach. We started with the belief that individuals with disabilities were “cursed by the gods” and then eventually called these disabilities as “diseases.” This change reflects the different models of disability that emerged as a sign of our transforming perspective. Today, we use the human rights model serving as evidence of our 21st century values as a people: recognizing and fighting for the fact that individuals with disabilities are just as deserving of attention and protection as those who do not. In action, we see this model in the creation of a more politically-correct term for students with disabilities as “Learners with Special Needs” or LSENs.
Let’s be real: debunking common myths and misconceptions
One of the prevalent myths that was addressed outlined the belief that students with special learning needs must be in all special education classrooms and programs. Teacher Siera debunks this by citing DepEd Order No. 44, s. 2021 which states that the department “provides the current policy guidelines for mainstreaming LSENs in the K to 12 program, emphasizing that all schools should be inclusive, have welcoming environments, and promote a least restrictive environment (LRE).” This is supplemented by data from UNICEF wherein Teacher Siera highlighted that the National Capital Region (NCR)—where almost 90% of Binhi schools are located—has the highest number of students in the country with disabilities, specifically learning or cognitive disabilities. With this fact, there is a stronger need for all schools to implement not just special education, but special and inclusive education for LSENs. As our speaker pointed out, if a teacher only focuses on a student with visible learning challenges or disabilities while choosing to ignore the “gifted” ones, then that still counts as exclusion because equality is absent in the classroom.
On paper VS on the ground
Special and inclusive education sounds promising but in reality, implementation is a lot more challenging than it looks and sounds. In our country, the budget allocated for education in general is severely lacking and rampant corruption robs students of better chances at academic achievement and decent standards of living, more so for LSENs who also come from low-income families. Thus, the shortage in resources and facilities forces General Education teachers to handle LSENs despite not being trained for the demands of special and inclusive education which in the long run leads to burnout. Such injustice calls for a stronger push in advocating for better recognition and increased budget allotment for special and inclusive education in all schools.
Takeaways and Reflection
The talk given by Teacher Siera proved to be very insightful for all 34 teacher attendees as it elicited constant reactions through sent emoji reactions and chats. During the Q&A portion, multiple teachers volunteered to share their own experiences and even requested for advice. One such teacher was Ma’am Teresa Llarena, a Kinder teacher from Napico Elementary School. She talked about one of her students in class who always wanted a hug whenever he had tantrums or wanted attention. “Tama po ba ‘yon [that I give him a hug each time]?” Teacher Teresa asked to which our speaker responded that while a hug is the immediate need of the student, over time, it can be used to manipulate adults around him to always do what he desires. This pampering behavior leads to two effects: (1) leaving the teacher or adult with no other solution in the long run if hugs are no longer effective or his desire; not having explored other alternative interventions and (2) consistently coddling the student will also consistently disrupt class. Teacher Siera shares that if she was in Teacher Teresa’s position, she would send the student to the guidance counselor with a set of manipulatives related to the lesson of the day so that he can calm down and still continue learning under supervision.
Teacher Siera’s suggested solution is a great example of accommodation because the way the student learns changes, but the learning goals did not. Teacher Teresa’s student can be in a different room with a different professional, but he is still going to learn the same lesson in a manner and with a material that is more suited for his individual needs.
As we have learned, the very complexity of special and inclusive education is what invites all educators to treat LSENs with holistic and individualized approaches. This ensures that the nuance of every LSEN or child with disability is recognized and appreciated instead of shamed and shut down. To serve as a reminder for all, Teacher Siera shares that the ultimate goal is for every child to learn, belong, and be valued in the same classroom because that is what true inclusion is.
