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International Personality with Disabilities: Dr. Haben Girma

Background: Dr. Haben Girma is a remarkable Deafblind lawyer, author, and advocate from the United States. Born in full  1988, she lost her hearing and vision gradually throughout her childhood due to a progressive condition. Despite these challenges, she excelled academically, graduating from Harvard Law School in 2013. She has since become a prominent advocate for disability rights, working to break down barriers and promote accessibility for people with disabilities.

2. Insights and Discoveries:

Resilience and Determination: Dr. Girma's story is a testament to the power of resilience and determination. Despite facing significant challenges, she never gave up on her dreams. She embraced her Deafblindness as a part of her identity and used it as a source of strength.

Advocacy and Impact: Dr. Girma's work as an advocate has had a profound impact on the lives of people with disabilities. She has challenged stereotypes, promoted accessibility, and inspired others to pursue their dreams, regardless of their abilities.

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I am Jessa Mae Adolfo ,BTLED student.To my future students, let me paint a picture of who I aspire to be as your inclusive teacher. I understand that a classroom is not a homogenous space, but a vibrant tapestry woven from unique threads of experiences, abilities, and perspectives. My commitment lies in recognizing and celebrating this rich diversity, ensuring that every student feels seen, valued, and empowered to thrive. In my classroom, inclusivity will be more than just a buzzword; it will be a lived reality. I will strive to dismantle the barriers that often hinder learning, whether they are physical, cognitive, or emotional. I will adapt my teaching strategies, differentiate my instruction, and utilize a variety of resources to cater to the diverse learning styles and needs that you bring to the table. I believe that every student possesses the potential to learn and succeed, and it is my responsibility to create an environment where that potential can flourish.

Ultimately, I want to be more than just your teacher; I want to be a trusted mentor, a supportive ally, and a lifelong advocate. I want to create a classroom where you feel empowered to embrace your unique identities, pursue your passions, and reach your full potential. I want to be the teacher who not only imparts knowledge but also instills a love of learning and a belief in your own inherent worth. In my classroom, you will not just be students, but valued members of a community, and together, we will embark on a journey of discovery, growth, and shared success.

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This story, "The Unfortunate Sarah," is a deeply moving narrative that explores themes of:

-Sacrifice and unconditional love:-

•The mother's ultimate sacrifice of her own eye to give her daughter a chance at a better life is a powerful display of a parent's love.

• It highlights the lengths parents will go to for their children, even when faced with impossible choices.

* **Self-acceptance and beauty:**

•Sarah's journey is about learning to see her own beauty, not just externally, but also internally.

• The story challenges societal standards of beauty and emphasizes that true beauty comes from within.

-Overcoming adversity:-

•Sarah faces significant challenges due to her physical differences and the cruelty of others.

• The story underscores the importance of resilience and the ability to find strength in the face of adversities.

-The pain of being different:-

• The story potrays the emotional pain that people feel when they are treated differently by the rest of society.

-Maternal love:-

• The story clearly potrays the depth of a mothers love for her children.

Here are some of the feelings and insights I gleaned from the story:

•Empathy: I felt a deep sense of empathy for Sarah's struggles and the emotional pain she endured.

•Admiration:I admired the mother's selfless act and her unwavering love for her daughter.

•Reflection: The story made me reflect on the importance of kindness, compassion, and acceptance of others.

•Hope:Despite the sadness, the ending offers a glimmer of hope, as Sarah begins to see herself in a new light.

In essence, "The Unfortunate Sarah" is a poignant story that reminds us of the power of love, the importance of self-acceptance, and the strength of the human spirit

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Apolinario Mabini (The "Brains of the Revolution"):

Talent/Genius: A Filipino revolutionary leader, lawyer, and statesman. Despite being paralyzed by polio, his intellectual genius and strategic thinking were instrumental in the Philippine Revolution against Spanish colonial rule. He served as the chief advisor to President Emilio Aguinaldo and was the architect of the First Philippine Republic's government.

Background: Born in Talaga, Tanauan, Batangas, he excelled in his studies and became a lawyer. His writings and political thought profoundly influenced the course of the Philippine Revolution.

These are just a few examples, representing different fields and eras. Depending on what aspect of "talent" or "genius" you're focusing on, there are many more remarkable Filipinos who have made significant contributions in their own unique wa

ys.

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Implication of SDG 4 and SDG 10 to Inclusive Education.

The Sustainable Development Goals (SDGs) set by the United Nations provide a global framework for achieving a better and more sustainable future. SDG 4 (Quality Education)and SDG 10 (Reduced Inequalities)are particularly relevant to inclusive education. Here's how each goal contributes and what their implications are:

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SDG 4: Quality Education

Goal: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Implications for Inclusive Education

1. Universal Access: Promotes equal access to education for all learners, regardless of gender, disability, ethnicity, or socioeconomic status.i

2. Equity in Learning Outcomes Emphasizes tailored support so all learners achieve meaningful outcomes, recognizing different starting points.

3. Teacher Training: Calls for teachers to be trained in inclusive practices to accommodate diverse learning needs.

4. Infrastructure: Encourages the development of disability-friendly schools and learning materials.

5. Policy Reform: Pushes countries to develop inclusive education policies and monitoring systems to track progress.

SDG 10: Reduced Inequalities

Goal: Reduce inequality within and among countries.

Implications for Inclusive Education

1. Addressing Marginalization: Focuses on removing systemic barriers faced by marginalized groups (e.g., children with disabilities, indigenous populations, refugees).

2. Equitable Resource Allocation Promotes the fair distribution of educational resources to disadvantaged regions and populations.

3. Social Inclusion: Encourages education systems to foster environments that respect diversity and promote social cohesion.

4. Global Partnerships:Supports international cooperation to fund and promote inclusive educational practices in low-income countries.

They call on governments, institutions, and stakeholders to create learning environments where every child and learner is valued, supported, and empowered, ultimately contributing to a more just and inclusive society.

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A"Hapag ng Pag-asa" as potentially envisioned by Joey Velasco adds another layer of depth. Joey Velasco was a Filipino contemporary artist known for his powerful and often socially relevant paintings, frequently depicting children in marginalized communities. His art often carried themes of hope, resilience, and the struggles of the poor.

Considering this, here are some learning insights about "Hapag ng Pag-asa" through the lens of Joey Velasco's artistic perspective:

Seeing the Humanity Behind the Need: Velasco's art often brought a profound sense of dignity and humanity to the children he depicted. Learning about "Hapag ng Pag-asa" through his lens would emphasize seeing the individual stories and potential of each child who benefits from the program, rather than just viewing them as statistics of poverty.

The Hope Amidst Hardship:Velasco's works, even when portraying difficult realities, often contained a glimmer of hope. "Hapag ng Pag-asa" embodies this hope in action – providing nourishment and a sense of care to children facing food insecurity. This resonates with the resilience often seen in Velasco's subjects, suggesting that even in challenging circumstances in our own communities, there are initiatives that offer a pathway towards a better future.

A Call to Social Conscience: Velasco's art often served as a commentary on social issues, prompting viewers to reflect on inequality and the plight of the marginalized. Viewing "Hapag ng Pag-asa" through his perspective can be a call to our own social conscience here in Coron and MIMAROPA. It encourages us to acknowledge the realities of food insecurity in our local communities and to consider how we can contribute to solutions, mirroring the compassionate gaze often found in Velasco's paintings.

The Power of a Simple Act A shared meal, the core of "Hapag ng Pag-asa," might be seen through Velasco's eyes as a simple yet powerful act of human connection and care. His art often found beauty and significance in everyday moments. This insight reminds us that even seemingly small acts of kindness and support within our own neighborhoods in MIMAROPA can have a profound impact on the lives of children.

Investing in the Future: Velasco's focus on children often implied an investment in the future. "Hapag ng Pag-asa," by nourishing children, is directly investing in their potential – their health, their education, and their ability to contribute to our communities

Beyond Charity: Dignity and Empowerment: Velasco's portrayal of his subjects often avoided pity, instead emphasizing their strength and resilience. Learning about "Hapag ng Pag-asa" through this lens might encourage us to think beyond mere charity and consider how such programs can also empower families and communities towards greater food security and self-sufficiency in the long run within our local context.

This painting had surely touched the hearts of many people of how surrealistic and authentic the message that it is trying to convey. What makes it more appealing is the fact that these 12 children in the painting are real after all, alive but not too well, living the worst life they could have, deprived of their basic rights such as shelter, food and education. This artwork is aesthetically good yet so disheartening knowing that it is a reflection of our reality. But I think it is one of the exemplary aspect of this work, the fact that through art, Velasco was able to make the voices of the children heard and it serves as a wake up call to the people and authority to address these social issues that make children suffer. Further, it is also a realization that we should not take for granted everything especially if we are privileged because we may not know, while we are well-provided, living the best of our lives, there are hungry souls outside that are starving to death. It leaves a moral to everyone to not leave and waste a single crumb of food because out there, many children are underserved and disadvantaged. Overall, Hapag ng Pag-asa by Joey Velasco is a great and an effective means to tackle the issues that needs to be addressed in the society and deliver a powerful message to everyone.

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I choose a graduation hat as a design for my word art just because it symbolizes the success of each individual. Even though that person or individual has disabilities,the success of a person can't stop for that .

Here are the meaning of words written in the word art.

*Inclusion ( I put it in the center because it gives a highlight about the importance of inclusive education or the core concept or being indeed within a group and it gives you support for all students regardless of other abilities)

*Disability ( an individual that need a support system of their environment and also need an inclusive education)

*Supports(Providing aid,care and love)

*Empowerment (Building confidence)

*Equity (Fairness and justice)

*Community (the community is ready to accept inclusive education)

*Empathy (understanding and compassion)

*Opportunities (inclusive education offers many opportunities for students including sense of belonging that s children can feel like they belong and participate in their own community, and also the empowerment.

*Apolinario Mabini ( i also include Apolinario Mabini because he is a national hero who lost the use of legs to polio before Philippine revolution,and also he is a celebrated painter who was born without arms and he uses his left foot to draw.)

*Sucess(creating a learning environment where all students, regardless of their abilities or differences, feel welcomed, supported, and challenged, allowing them to participate meaningfully in the classroom and achieve their full potential, while also fostering a sense of belonging and respect for diversity

among all learners)

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Against all odds, Carla Dela Cruz has built a good life. Significantly handicapped in her lower body from birth, Carla has never been able to walk – in a country with few resources or accommodations for the disabled. Carla grew up in an exceedingly poor family of 11 children in a small rural town on the remote island province of Catanduanes. Her parents had only occasional employment as farm and other rural labor. Prospects for her future were

bleak.

As a small child, she made the daily journey alone along the village trail to the elementary school. As she describes, “I literally crawled for my education. I used a backpack for my stuff since I can’t use a sling bag. When available, I put slippers on my hands and shoes on my feet.” To this day, she has calluses and scars on her palms and feet from the ordeal. Undeterred, Carla studied with all her might and was consistently an honors student.Carla was unable to continue on to the local high school two-and-a-half kilometers from her home because, as she explains, “I had no wheelchair to use and my siblings were not willing to bring me back and forth to school. After I graduated from elementary, my parents had no plans for me.”

Fortunately for Carla, her older brother offered to bring her to Quezon City to continue her studies. At the age of 13, Carla moved to Metro Manila to live in a dormitory and attend high school at the National Orthopedic Hospital – School for Crippled Children. “At my young age it was difficult for me to be away from my family, to live in a strange place where I didn’t know anybody.”

Even in an institution for “crippled children,” Carla encountered difficulties and limitations of accessibility in her crowded dorm and school compound. “I had to do everything for myself such as washing clothes, ironing uniforms, budgeting money and making decisions.” While the school might seem grim and depressing to some, for Carla this was a turning point in her life. She began to blossom in high school and was consistently on the Dean’s List. It was also here that she received her first wheelchair, a donation from the founder of the school dormitory

Carla’s focus, hard work, and positive attitude pulled her through to her goals. She graduated with honors from Trinity University of Asia in March 2011 with a B.S. in Elementary Education and a major in Special Education. Six months later, she passed the Licensure Examination for Teachers. Even then, Carla was discounted by some of her colleagues. They were incredulous that she had passed the licensure exam on her first try since only 20 percent accomplish that feat. “Discrimination and low expectations from others are always a part of my life

People helped me get an education so now I am able to help two other siblings go to college. I promised PCAFPD that I would, in turn, lift up my family once I finished my studies.”

And Carla has more dreams for her unfolding life. As always, her aspirations are close to home – to continue to help people with disabilities in her community

Learning Insights:

Carla Dela Cruz  story highlights the incredible resilience and adaptability of individuals with disabilities. His disability has not prevented him from mastering a complex skill and contributing meaningfully to his community. It demonstrates that:

Disability does not define a person's potential: He has found a way to not only survive but thrive, showcasing his talent and craftsmanship.

Community support is vital: The acceptance and inclusion he experiences in his barangay are crucial to his success.

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Ramps are fundamentally important for inclusive education because they are a key component of creating physical accessibility which is a prerequisite for genuine inclusion.

Equal Access and Participation:

Removes Physical Barriers: Ramps eliminate the physical barrier of stairs, allowing students (and staff, parents, and visitors) who use wheelchairs, crutches, walkers, or other mobility aids to enter and navigate school buildings, classrooms, libraries, cafeterias, playgrounds, and other facilities independently. Without ramps, these individuals might be excluded entirely or forced to rely on assistance, which can be disempowering and create delay.

Beyond Wheelchairs: While essential for wheelchair users, ramps also benefit:

Parents with strollers or young children.

Students with temporary injuries (e.g., a broken leg, sprained ankle).

Elderly visitors or staff with limited mobility.

Individuals pushing carts, delivering supplies, or carrying heavy bags.

Tables and chairs are incredibly important for inclusive education, going far beyond just providing a place to sit. Their design, flexibility, and arrangement significantly impact a student's ability to learn, participate, and feel a sense of belonging.

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Like Students using wheelchairs or other mobility aids: Adjustable tables allow them to pull up to the workstation comfortably and at the same level as their peers, promoting equality and participation.

Students with specific physical needs Some students may require different chair back supports, armrests, or even footrests to maintain proper posture and reduce discomfort, which directly impacts their ability to focus.

Flexibility and Varied Learning Styles (Universal Design for Learning - UDL):

Flexible Seating Arrangements: Inclusive classrooms often move away from rigid rows of desks. Tables and chairs that are lightweight, mobile, and modular allow teachers to quickly reconfigure the classroom layout to suit different learning acti

vities: