Ch. 04

CHAPTER 04
DATA ANALYSIS AND SITE SELECTION
4.1 Presentation and Analysis of Data

a. INTERVIEWS
I. QC Kabahagi Center for Children with Disabilities, Batasan Hills
The following will be extracted from the audio documentation of the interview between the
researcher and OIC/Administrative Officer of QC Kabahagi Center for Children with Special
Needs, Sir Gabriel S. Tugbo—or Sir Gab, as his colleagues call him.
A. ROLES AND RESPONSIBILITIES

Q.1. Can you share a brief overview of your role and responsibilities with regards
to your position and in the field of inclusive education and support for children with
special needs?
“As the designated administrative officer of this office, my primary role/responsibility is
to deliver and to attend to all the personnel and administrative needs of this office. When
we say personnel, this is in relation to the human and resources management of the
office (salary, recruitment, placement, etc.). Aside from that, it is also my role to attend
to the administrative needs of the office, meaning ito ‘yung mga supplies and equipment
na ginagamit sa day to day basis dito sa opisina (ballpens, office supplies, equipment for
therapy services, modules, and all things necessary for the programs of the office and the
center).”
“In relation to inclusive education, we have here a separate unit called the Education
Unit which shall attend to all relevant special education needs ng mga kids natin. As
head of the Administrative Unit, we are ensuring na mayroon silang logistical needs na
naibibigay sakanya for them to perform their responsibilities.
a) What about for parents/caregivers?
“QC Kabahagi Center for Children with Disabilities is a program that aims to
provide a holistic development to all CWD including their families, relatives, their
community members and the community they belong to as a whole.
Given that, here, we have five (5) operating units: the Administrative Unit, the
Health Unit, the Education Unit, the Livelihood Unit, and the Social
Empowerment Unit. These units provide various different programs and activities
intended for CWDs, their families, and community members.”
“As I said before, the Admin Unit is responsible for ensuring that all
administrative and logistical needs are provided for these (including trainings,
programs, and even the food and drinks for these events).”
The acting officer-in-charge (OIC) of the center proceeds to enumerate instances

of these initiatives, exemplified by the Kabahagi Eco-bag Fabric Project led by the
Livelihood Unit, and training sessions facilitated by the Social Empowerment
Unit. The Administrative Unit actively supports these endeavors by fulfilling
logistical requirements, including the procurement of raw materials for the
program and arranging speakers pertinent to the seminar/event's subject matter.
The center places equivalent emphasis on the well-being and livelihood
advancement of caregivers and parents as much as they do for the development of
CSNs.
The center is patterned to international organization models. It is also a
Community Based Rehabilitation program which intends to cater to grassroots
level. QC Kabahagi Center is currently situated in District II, the most populated
district in the city.
Q.2. What approach does the center take to create an inclusive and supportive
learning environment both for CSNs and their caregivers/parents?
a) What programs are the manifestation of this/these approaches? Please
enumerate.
As articulated by Sir Gab, the center adopts a holistic approach in addressing the
requirements of the children, their families, and the respective communities they
inhabit. Driven by these objectives, the center has developed and executed
specialized programs tailored to address these needs, with the ultimate goal of
enhancing the quality of life and socioeconomic status of every community
member, irrespective of their circumstances.
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B. CENTER OPERATIONS
Q.1. Can you share the vision of this establishment?
Sir Gab proceeded to show the researcher a slide of the center’s vision:
“Kabahagi envisions a city that is inclusive, sustainable, empowering, and participatory
where Persons with Disabilities have equal access to opportunities, rights, and
privileges.”
This is achieved through the center’s mission statement:
” To recognize the rights of all children through its commitment to improving their
quality of life through community empowerment, provision of services, and creation of
equal access to health, education, livelihood, and social opportunities.”
Q.2. Could you provide an in-depth overview of the services, programs, and
support structures your learning center offers to children with learning and
intellectual disabilities?
a) What strategies and methodologies do you employ to identify and assess the
unique and varying needs of children with special needs who attend your
center?
b) Can you share specific examples of innovative practices and approaches your
center has adopted to create an inclusive and supportive learning
environment for these children?
“There are definitely services catered to that category. Ang pinaka-maraming kine-cater
naming na kids are kids in the ASD, those with ADHD—which are only a few that fall
under the categories Learning and Intellectual Disabilities. Those, kasi, vary according
to the assessment and diagnosis of the medical professional. But when it comes to the
programs, malaking ang percentage talaga ng mga may ADHD and mga nasa ASD.
The services include the therapy services na nahahati sa tatlo—physical therapy,
occupational therapy, and speech and language pathology.”
At the recommendation of the developmental pediatrician, the center offers ten (10)
complimentary therapy sessions per child. In contrast to private practices, the center
administers a Home Instruction Program for caregivers/parents, imparting training and
providing resources to enable them to independently care for their children. The center
diligently tracks the progress of these families through periodic reports.

Articulated by Sir Gab, this program was only a vision in 2016 that was later realized in
2017 because of the “strong political will and advocacy” of Mayor Joy Belmonte who
was then Vice Mayor of the City.
Q.3. How does your center foster collaboration and meaningful engagement with
parents and families to support the learning and holistic development of the
children in your care?
“(Here in Kabahagi Center) Like what I mentioned, we want to empower our CWDs,
their parents and families, as well as their communities. In 2019, Kabahagi Parents
Advocates Organization (KPAO) was established. This is an organization made up of the
parents and caregivers of our CWDs accredited by the Department of Labor and
Employment and the Security and Exchange Commission as a non-stock and non-profit
organization.
We foster meaningful engagement with them by empowering them and helping them be
(functional and established) parts of society by means of taking spaces in the society,
raising their voices, giving their suggestions to the community through the KPAO.”
Given the center's commitment to holistic client development, the programs extend
beyond the initial ten sessions and are continually evolving, as emphasized by Sir Gab.
The Knowledgeable Parents Association Officers (KPAO) have become highly
empowered, independently conducting webinars and initiating initiatives such as the
Chikiting Pantry. In this initiative, the community is actively engaged to contribute books
and educational materials for Children with Disabilities (CWDs).
The efficacy of these programs is assessed through progress and accomplishment reports,
regular meetings, and various metrics, with particular emphasis placed on the increasing
membership numbers of parents within the KPAO, considered a pivotal measure of
success.

Q.4. In a day, how many children with special needs would you say your center is
able to accommodate?
a) Which disability category would you say has the most number in the children
that are enrolled into your center?
b) Do you usually reach or exceed your quota/maximize your slots? Why or why
not?
c) What are your observations and insights about it?
With these questions, Sir Gab referred the researcher to the front desk where they
clarified that the highest number of CWDs they cater to are those with in the ASD, and
those with ADHD, not so much on differently-abled (physically speaking) children that
require a significant amount of physical therapy sessions.
“No, we don’t have a quota,” Sir Gab also clarifies. “As much as possible nga, as I said
before, we want to cater and attend to ALL children with disabilities to the best of our
abilities.”
C. RESOURCES AND SUPPORT

Q.1. What types of resources, including materials, equipment, and assistive
technologies, are available at your learning center to support children with learning
and intellectual disabilities?
“We are actually about to give out hearing aids since our center also has hearing
assessments. So, ‘yung mga batang in-assess na nangangailangan ng hearing aids,
bibigyan natin sila for free. We are procuring fifty (50) hearing aids for them. Also, aside
from that, may binibigay din tayong other assistive devices in partnership with various
organizations and offices. For example, ngayon lang tayo nag-distribute ng eyeglasses
sa ating mga CWDs through the efforts of QC PDAO. Two-hundred (200) people ang
beneficiaries of the center. And then, we also provide here crutches and customized
wheelchairs in partnership with the University of the East Ramon Magsaysay Memorial
Medical Center (UERMMMC). We also have God is Able International Foundation, Inc.
that donate these customized wheelchairs to our identified beneficiaries.”

The center is in close coordination for a partnership through a memorandum with the
Lighthouse for the provision of wheelchairs as well. They are also collaborating with
Ateneo De Manila University in crafting a children’s book for children with IDs and LDs
spearheaded by the Education Unit.
Q.2. How does your center ensure ongoing professional development and training
for staff to effectively address the unique needs of children with special needs?
“With seminars and trainings, yes. We have a training profile of trainings attended by
our staff for professional growth and development... These are trainings conducted by
the city (government). So, through the efforts of the HR Department, specifically the
Strategic Human Resources and Dev’t of the HRMD—they want to professionalize and
equip the QC government employees, including us, with various skills (and)
competencies for us to further our efforts to deliver a world-class and quality pubic
service to every Quezon City citizen.”
Sir Gab opened an Excel file of the said training profile and cited examples of these
trainings such as: Coaching and mentoring for the leaders and top managers, MS
Application for Beginners, Overview of the Philippine Legal Framework as part of the
government system and so on.
“’Yung mga therapists natin, they also attend various trainings. For example, may
training tayo na pinapa-attend sa kanila when it comes to proper handling and use of
customized wheelchair—‘yung sa Wheelchair Management. Para at least, matutugunan
pa natin ‘yung pabago-baging pangangalilangan ng ating mga CWDs. They also attend
international trainings which sometimes they shoulder financially.”

D. CHALLENGES AND OPPORTUNITIES
Q.1. In your experience, what are the most significant challenges faced by
inclusive learning and resource centers when providing services to children with
learning and intellectual disabilities in Quezon City?
Sir Gab mentions the limitations of QC Kabahagi Center as the only public-owned ILRC
in District II; that as much as they want to cater to the whole population of CWDs in
Quezon City, it is simply not feasible with just one establishment with their vision.
“One of the most significant challenges is the hesitations of our parents (and caregivers)
and the knowledge they possess about our programs. Hindi natin masasabi na 100% that
the QC residence knows about the programs and services of our center. Because, it’s not
that popular pa and it’s not as extensive as what we are envisioning. Kaya ‘yung mga
efforts natin para matugunan ‘yon, such as ‘yung pag-push through that every district
would have a Kabahagi Center (as Mayor Joy wants)—‘yun ‘yung gusto natin ma-abot.
Although the center guns to service as much as they can, it is still a factor to consider
that the level of awareness of the community is not as high as they want it to be. Private
practice services and assessment is apparently not as affordable as it should be to
families below or barely above the poverty line. To address this, they make use of social
media, their Facebook page, community profiling, and community outreach program to
raise the awareness level of the community. Sir Gab also mentioned that there is already
an ongoing QC Kabahagi project in District VI, and an approved proposal in District V.
a) Conversely, what opportunities or innovations do you see that hold promise

for enhancing the quality of inclusive education and support for these
children?
“Actually, recently… We have launched a livelihood program for the parents of

CWDs. This program was in partnership with Bayan Innovation Group and the
Society for the Advancement of Professional Social Entrepreneurship (SAPSE)—
the Tatak SE: Kasama Ka sa QC.”

In summary, the center continues to innovate and create avenues for social and
economic development of the families of CWDs through entrepreneurship to
follow through the preliminary programs they have implemented for their clients.
E. PROJECT JUSTIFICATION
Q.1. Has there been an observable rise in the number of children being enrolled
in your center lately? Does this ever happen at all? When?
Since the center is the only established government/public service ILRC in QC, they
cater to a significant number of children with different cases on a daily basis. Sir Gab
opened a slide containing the intake trend of the center from 2021-2023.
Figure 4.1. Child Intake Trend from Sir Gabriel Tugbo, QC Kabahagi Center.
Q.2. Do you think it’s justifiable to establish another ILRC specializing in

intellectual and learning disabilities in QC?
“Yes, it is very crucial to establish another QC Kabahagi Center since we there is only
one of us for the whole city of QC. It would be ideal to establish more of us in every
district.

a) If so, where (which district) do you think would benefit most from a service
like so?
“When it comes to the socio-economic status of each district, first priority is
District II, then District V, District VI, then ‘yan, IV, then District I and III. Dahil
nga ine-aim natin na magkaroon per district in the tenure of Mayor Joy—Yes, we
hope to establish one Kabahagi Center in every district.”
The OIC of the Administrative Unit of QC Kabahagi Center also points our that as
much as they would like to operationalize once more in District II, spreading out
their services and expanding their reach to a wider range of communities takes
priority.
Q.3. What facilities would you like to see in the proposal? How would this benefit
the community and its target users?
“Kami, ang lagi naming nai-envision na facility is that it is child-friendly and a PWD-
accessible facility. Meaning it’s pleasing to the eyes of the kids… where they feel like
they belong, they can play—and maramdaman nilang accessible sakanila based on
accessibility provisions and law. Also, ‘yung mga architectural needs when it comes to
provision for the facility to be qualified as a PWD-friendly facility.”
F. CLOSING
Q.1. Is there anything else you would like to share, or any additional comments
or insights that you believe would be valuable for our study?
Q.2. What would be your recommendations for researchers, policymakers, and
educators seeking to enhance inclusive education and support for children with
special needs in Quezon City?
“Personally, masaya ako na may nagvi-venture into this advocacy even at a very young age.
Because this advocacy became close to my heart.”
It is apparent that the heart of the center’s mission has been caught by its staff and service
providers. It is also recommended by Sir Gab, on behalf of the QC Kabahagi Center, to
explore and engage with the sector to further understand the essence of this service as well as
actively consult with professionals to guarantee the success and comprehensiveness of future
studies that may eventually contribute to the improvement of the sector’s services.

II. Social Services Development Department (LGU)
researcher and Ma’am Milagros Baluyot, Social Welfare Officer III of the SSDD who has 4 years
of experience. Since the coverage and scope of responsibilities of Ma’am Mila encompass the
inclusion of beyond children with IDs and LDs, the direction of this interview took on a broader
plain. Ma’am Mila emphasized the importance of PWDs, not solely focusing on CSNs, since the
subject matter is indeed very diverse and vast. All the same, the researcher intends to use this
interview as a supplement to this study and possible recommendations for future studies.
A. PROGRAMS
Q.1. Could you provide an overview of the role and responsibilities of the Social Services
Development Department in Quezon City, with a specific focus on its functions related
to inclusive education and rehabilitation?
Q.2. What key initiatives, programs, or services has the office undertaken to support
children with learning and intellectual disabilities in Quezon City?
Q.3. Please elaborate briefly on the following services provided by your office (according
to the official website): Educational Assistance Program
“SSDD is the local social welfare office of Quezon City. So, mayroon kaming PWD
Welfare Program wherein ang isa sa mga programs and services naming is case
management for abused, neglected, and abandoned PWDs. ‘Pag sinabi nating case
management… kailangan nila ng protective custody. So we’re trying to help the family
or mga PWD to identify institutions to aid those abandoned by their families—‘yon,
hinahanapan naming ng paraan to find a shelter… kung kailangan ng medical needs, we
try to help the person through medical assistance—para matulungan sila.”
“Siyempre, for PWDs, isa pa sa mga binibigay naming is assistive devices. PDAO has
provision of assistive devices. Kung hindi man kakayanin ng PDAO, we refer the people
to other agencies through a Referral System to DSWD, sa Office of the Vice President na
nagbibigay ng tulong sa mga PWDs. We also have the Educational Assistance Program
para sa mga children with disabilities… For this year, we have 1000 beneficiaries of the
EAP.” Ma’am Mila also tells the researcher about the efficiency of SSDD in the
registration to this program through online application and the assistance of their office if
the community or the people are unable to do so online.

B. CHALLENGES AND SUCCESS
Q.1. What have been the biggest challenges encountered by the office regarding
accommodating and providing support for CSNs and their families?
The direction of this dialogue mainly leans towards the topic of abandonment cases handled
by the SSDD. “One of the biggest challenges we face is (the lack of specialized) temporary
shelters… para sa mga PWDs.” Since SSDD handles cases beyond the category of CSNs
(specific to IDs and LDs), Ma’am Mila emphasizes that there is difficulty in
accommodating the unique needs of their beneficiaries due to the diversity of disabilities.
She indicates that it is most difficult to identify institutions for help and support for
abandoned indigents who are adults—regardless of their disability (mental, physical,
neurological, etc.) due to the lack of laws and provisions regarding the protection of
abandoned adult PWDs. Ma’am Mila elaborated on this matter by informing the researcher
of example cases her office has taken.
As for CSNs or children in general, Ma’am Mila clarifies, upon inquiry of the researcher,
the biggest challenge they face is the lack of specialized facilities to both rehabilitate and
house this demographic. Despite that, SSDD still explores and collaborates with various
NGOs and does their best to meet their needs.
Q.2. What have you observed are the biggest hindrances that families/caretakers of
children with intellectual and learning disabilities face when it comes to acquiring or
seeking support:
a) Support for their Children.
b) Support for themselves.
“Hindi mahirap maka-hanap at maka-kuha ng services regarding sa PWD kasi it’s a plan
ni Mayor na mabigyan ang mga PWD. Actually, ang problema nila talaga is ang
kanilang attitude—‘yung parang burnout nila sa pag-alaga sa kanilang… (family
members that are CSNs and PWDs).” Evidently, families experiencing financial
constraints and unable to afford private services are opting to relinquish their children to
shelters facilitated by the Social Services and Development Department (SSDD). This
decision is driven by the aspiration to alleviate their burdens, secure employment, and
envisage a fresh start with their children once financial stability is achieved. Supporting

this perspective, Ma'am Mila substantiates her observations by citing specific cases she
shared with the researcher. She highlights a critical issue lying in the reluctance,
unwillingness, and complacency of families with persons with disabilities/children with
special needs (PWDs/CSNs) to navigate the pragmatically demanding yet available
process facilitated by the SSDD's diligent social workers to access the requisite
specialized care and services. Additionally, Ma'am Mila directs attention to the deficiency
in shelters and institutions capable of addressing needs beyond rehabilitation and
education.
If the government can provide readily available and affordable facilities, then it would
significantly impact the PWD/child community of Quezon City in the most positive way.
C. PROJECT JUSTIFICATION
Q.1. What is your say regarding the adequacy of existing ILRCs in Quezon City?
a) Facility-wise?
b) Program-wise?
c) Professional-client ratio wise?
“As I said, wala nga. Mayroon kaming Kabahagi Center, but it is more on therapy… There
is no sufficient… regarding sa LGU, ha. Mayroon din naman tayo sa private sector, pero
hindi pa rin sufficient.” Through further inquiry of the researcher, Ma’am Mila states that
private practice institutions have very limited spaces and operate usually on slot-basis—not
being able to cater to much of the population of PWDs—especially those who cannot afford
these services and those without support from their own families.
“When it comes to program, it’s also insufficient… Nabibigyan sila ng services, lalo sa
medical. Pero in terms of, ‘yung, specializations depende sa disorder/disability nila.
Shelters kasi, they also have specializations… Mabibigyan talaga sila ng atensyon.”

Q.2. Given your position in SSDD, do you think it would be ideal to establish another
government-owned ILRC in Quezon City as mandated by Quezon City Ordinance No.
SP-2617, S-2017, as amended by City Ordinance No. SP-2718, S-2018 (An Ordinance
Institutionalizing A Comprehensive Program for Children with Disabilities (CWDs),
Thereby Establishing A Center and Providing Funds Thereof and for Other Purposes)?
Q.3. What facilities/programs would you recommend being included in the
establishment?
Q.4. Which district in your opinion do you think would benefit the most from such a
center?
Throughout the interview, Ma’am Mila implies that it is crucial to provide these services in
the form of temporary shelters and centers to cater to the needs of CSN/PWD constituents.
“For PWD temporary shelters, sa District II… Ang alam ko ang target is every district
magkaroon, so ayon.” Ma’am Mila does not give a specific district for an ILRC for CSNs in
Quezon City but states that any district, if it is efficient and meets the target to build a
Kabahagi Center in each district, then it is permissible and ideal.
D. CLOSING
Q.1. Is there any additional information, insights, or recommendations you would like to
share regarding the proposed center or the broader landscape of inclusive education in
Quezon City?
Q.2. What are your insights for future researchers, policymakers, and stakeholders of
inclusive education and service provision in Quezon City?
Ma’am Mila shares her vision for the inclusive services and care landscape for Quezon City.
She emphasizes the importance of mental health for PWDs regardless of age, and that it should
also be given top priority. “As for CSNs… Iyon talaga, temporary shelter(s). Iyon ang kailangan
natin.” Although the office provides education and programs for the inclusion of PWDs and
their integration to society, Ma’am Mila claims and observes that it may only be a band aid
solution.
She also encourages the researcher to delve and to share the information this study and future
studies would have acquired to aid in the government’s service to PWDs and CSNs.

III. Persons with Disabilities Affairs Office (PDAO)
researcher and Sir Anthony Quinago, the Project Development Officer II of QC PDAO who
has 2 years and 8 months of experience.
A. PROGRAMS
Q.1. Could you provide an overview of the role and responsibilities of the Person with
Disability Affairs Office in Quezon City, with a specific focus on its functions related to
inclusive education and rehabilitation?
Q.2. What key initiatives, programs, or services has the office undertaken to support
children with learning and intellectual disabilities in Quezon City?
Q.3. In your opinion, what are the areas where additional support or resources are
needed to enhance the inclusive education and service provision landscape in the city?
For this section, Sir Anthony was able to summarize and relate the role of PDAO in the
field of inclusive care and education by also enumerating the programs and initiatives
done and offered by QC PDAO.
“Our office is responsible for providing programs and necessary support for (but not
limited to) CSNs to help with their development and eventually for mainstreaming
them.” He continued to cite examples of their service, including their partnerships with
hospitals like Philippine Children’s Medical Center, Quirino Memorial Medical Center,
and National Children’s Hospital in order to provide neurodevelopmental assessment for
children who are considered indigent in the city.
“This program aims to have an overview on the disabilities of the children as well as
focus on prevention and rehabilitation. Kung prevention, the neurological pediatrician
gives their assessment and recommendations whether the child is in need of therapy
(speech, physical, occupational, etc.). This also entails an objective to (give) the parents
knowledge on how to deal with the children.” With this, he proceeds to reference QC
Kabahagi Center for Children with Disabilities in Batasan Hills who have their own
trainings and Home Instruction programs aside from these 10 session therapies to meet
that objective, and who have their Community Based Rehabilitation Program.

Sir Anthony also acknowledges how costly therapies and services for special children
are, hence the thrust of QC Kabahagi Center to educate and capacitate the caregivers on
catering to their children’s needs instead as a more sustainable approach.
“Other programs of PDAO include our Referral Systems regarding educational

assistance in partnership with QC SSDD (for those families) na nangangailangan ng
educational assistance… The agency provides Php 5000.00 a year per beneficiary…”
He then emphasized that the priority of this program are CSNs who are indigents of the
city. “To be even more inclusive (and expand our reach), we also team up with SpEd
schools and provide electric brailles and other assistive devices through the efforts of
international agencies (that support this cause)—specifically, the Embassy of Japan in
the Philippines. With that, PDAO is trying to upgrade the educational system for CWDs
to be augmented for their own needs—kasi ‘di ba nga, mahal ang mga serbisyo.”
With this, the direction of the dialogue went straight into the observed challenges Sir
Anthony has observed regarding these endeavors the local government are undertaking.
“We hope that the government can provide the necessary actions and programs that
could really meet (the expectations of) Inclusive Education.” Sir Anthony pointed out
that one of DepEd’s Memoranda or Orders is to mainstream CSNs into regular classes
and classroom settings. However, he also emphasizes that there is most likely a lack in
specialized services, facilities, training for personnel (like teachers in regular public and
private schools), and therefore the right preparation for the proper implementation of
these laws and documents. In addition to this, Sir Anthony states that PDAO is a member
of the Committee for Children’s Development of QC. “Ang sinasabi naming sa mga
meetings nito bilang agency for CSNs is that… ‘yung sana hindi biglaan—dapat may
transition… One is that, is the facility ready? The faculty or personnel—are they enough
for such a program? Kaya ba ng mga public school to add more facilities and faculty—
the readiness of the community to ensure na hindi mabu-bully itong mga batang ito?”
Sir Anthony strengthens these inquiries by also sharing some of his experiences as a
child with special needs who went to a specialized or SpEd facility that could actively
cater to his needs regarding his development, education, and protection versus a regular
classroom setting that could do otherwise.

Although there are many programs for CWDs made available and possible through
PDAO and its collaborations with other stakeholders, there is still an apparent
unpreparedness despite the good vision of the government to become more inclusive and
eventually a city conducive for the development of these children.
“The government is optimistic naman na maaabot and magagawa… Rather than get
stuck in a situation na hiwalay sila (CWDs).”
One other challenge that Sir Anthony identified is the lack of empowerment for the
families of the CSN and the inaccessibility of the already existing establishments in terms
of distance and commute.
B. COLLABORATION WITH STAKEHOLDERS

Q.1. According to the official website, PDAO “implements partnership projects with
local stakeholders” to support children with special needs in QC. How does the office
come about with this endeavor?
a) Please give some examples.
b) What are the objectives of these collaborations?
The researcher followed up on Sir Anthony’s mention of PCMC, QMMC, and NCH
regarding their partnership with the city government. “The PCMC partnership was
conceived through a memorandum of agreement that was approved by the City Council for
funding. Funding, because we pay Php2,500.00 per client whenever they are referred to
PCMC for medical assessment… On the other hand, QMMC and NCH(‘s partnership with
us) was conceived through dialogue and coordination with them. Hindi kami nagkaroon ng
MOA kasi we just requested to be accommodated from the budget na rin ng QC government
(for inclusive services) na Php 50M.” PDAO has not ceased to explore more opportunities
and partnerships with related organizations and institutions. They are also in partnership
with Community Physiotherapy & Rehabilitation Facilitators - Community Based
Rehabilitation (CPREF-CBR) as a back up center for when caregivers are not able to wait
for an appointment booking with QC Kabahagi Center in Batasan Hills. With their
partnership, CPREF is able to provide these services at a discounted price, provided that
there is a referral from QC PDAO.

Q.2. So far, what strategies have proven effective in fostering collaboration between the
office, parents, and educators to enhance inclusive education?
“Dito mayroon tayong… coordination with parents’ organizations by also helping them to
create their organizations. One of the thrusts of PDAO kasi is to empower and capacitate
the families of these CWDs through its organization and federation.” PDAO encourages the
community to create these organizations, much like KPAO, so it is easier to reach out and
coordinate with them. “Participative ang program.” Sir Anthnoy emphasized that one of
the objectives of this thrust is to foster participation and active collaboration between both
sides—the community and the government. According to this dialogue with Sir Anthony, it
is apparent that willingness (of the parents/community) is paramount if the city wants to be
effective in advocating for the rights of CSNs in the city. “PDAO also conducts disability
awareness and sensitivity trainings in communities para malaman ng community kung ano
ang mga batas at karapatan ng mga taong may kapansanan, as wel as kung an oba ang
mga programang p’wede nila kalakuhan.” Their office does its part, according to Sir
Anthony. He also mentions that Filipino Sigh Language implementation is slowly being
realized with other stakeholders and in the commercial industry, further encouraging the
integration of PWDs in society.
Q.3. With reference to your Referral Systems, which agencies or organizations do you
refer the citizens to for financial assistance?
Sir Anthony was already able to answer this in the previous section.
Q.1. What is your say regarding the adequacy of existing ILRCs in Quezon City?
a) Facility-wise?
b) Program-wise?
c) Professional-client ratio wise?
Q.2. Given your position in PDAO, do you think it would be ideal to establish another
government-owned ILRC in Quezon City as mandated by Quezon City Ordinance No.
SP-2617, S-2017, as amended by City Ordinance No. SP-2718, S-2018 (An Ordinance
Institutionalizing A Comprehensive Program for Children with Disabilities (CWDs),
Thereby Establishing A Center and Providing Funds Thereof and for Other Purposes)?

Q.3. What facilities/programs would you recommend being included in the
establishment?
Q.4. Which district in your opinion do you think would benefit the most from such a
center?
Throughout the interview, Sir Anthony also mentioned the ongoing projects of establishing
QC Kabahagi Centers in Sauyo (District VI) and Bagbag (District V).
“That is also a thrust of PDAO where were are in the process of encouraging congressmen in
other districts na mag-isip din na magkaroon ng mga center sa kani-kanilang districts. Kasi
this will provide easier access to facilities sa communities kasi nga, puno na rin ang mga
ospital. Financial-wise, hindi rin makakapag-avail (ang mga tao) dahil may kamahalan ang
mga private centers.” Since that is one of the thrusts of PDAO, as said by Sir Anthony, it
would definitely be ideal to establish a proposed center in one of the other districts of Quezon
City.
Q.5. What recommendations do you have for the center to ensure it aligns with the city's
goals for inclusive education and the rights of children with disabilities?
“Yes, it must be accessible—kasi the irony is the government facility na hindi ka

makakapunta.” Sir Anthony then shared his experience attending a forum for human rights
and inclusivity hosted by a government office who failed to consider his needs and
circumstances. From his story, the venue was located on the 4 th floor of the building without
elevators or human lift devices to aid those whom the forum was supposedly dedicated to.
Sir Anthony only means to emphasize the physical accessibility of the structure and that it
should be in accordance to laws like BP 344. “It must also provide inclusive programs…
Hindi lang dapat facilities ang mai-poprovide ng community center na ipo-propose mo,
kundi to be a center for empowerment.” This encourages the study to delve into the existing
partnerships and programs provided by the government and take those into the accoundt of
designing the physical structure.

D. CLOSING
Q.1. Is there any additional information, insights, or recommendations you would like to
share regarding the proposed center or the broader landscape of inclusive education in
Quezon City?
Q.2. What are your insights for future researchers, policymakers, and stakeholders of
inclusive education and service provision in Quezon City?
“In relation ko sa hamon ko sa’yo bilang iskolar ng bayan, makita ‘yung at magkaroon ng study
na magri-reflect ng rights (of CWDs) in reality. Dapat ma-realize, ma-obserbahan ng mga tao.
Kasi face it, marami tayong batas. But these laws are not felt—kulang pa ng ngipin. So as a
researcher, how can you design recommendations or policies to policymakers, provide information
(that) you conducted na mas makakapag-palalim at makapagpapa-ramdam sa kalagahan ng mga
batas na ito sa realidad.”
Truly, the existence of these laws are apparent, but the implementation and reflection of these
policies are unseen and not felt by the respective communities. In relation to Chapter 1, one of this
study’s objectives is to expose the gap between our country’s laws for inclusivity and its intended
beneficiaries.
In the next section of this chapter, the researcher intends to supplement the advocacies of these key
individuals who have given their valuable opinions to support the purpose of this study.

b. SURVEYS
The surveys utilized by the study were created with Google Forms and was disseminated using
social media, recommendations, and people that the researcher knows personally.
I. Survey for Parents and Caregivers of Children with Intellectual Disabilities
The survey has accumulated the responses needed as dictated by Slovin’s Formula. This survey
was able to meet 71/71 responses.
A. BACKGROUND INFORMATION
Q.1. What are some of the characteristics that you have observed in your child? (Select
all that apply)
Characteristics Observed in Child
Below Average IQ
Difficulty Reading, Seeing
8%0% 11% Difficulty Writing
9% Difficulty Communicating
7%
Difficulty Connecting with People
6%
9% Less than average Fine Motor Skills
Attention Deficit behavior
11%
10% Difficulty in Regulating Emotions
Over-Clinginess
11% 10% Clumsy/Lack of Safety Awareness
10%
Susceptible to Overstimulation
Others
Chart 4.1. Characteristics Observed in the Respondents’ Children
Each choice presented in the graph is to gauge what king of disability the child possesses
through their characteristics whether or not they are diagnosed or suspected to have it since
the researcher also considers that not all respondents are able to afford diagnostic services.
Almost all boxes were checked by the responses.

Q.2. Child’s specific disability.
Child's Specific Disability (ID)
ADHD
ASD
7% 10%
ADHD and ASD
17% 10% Cerebral Palsy (Mild)
4% Cerebral Palsy (Moderate)
4% Cerebral Palsy (Severe)
14% Down's Syndrome

7%
Prader-Willi Syndrome
18% 8% Fetal Alcohol Syndrome

I don't know
Figure 5.2. Child’s Specific Disability.
The results above show that the most dominant disability that is diagnosed among the
respondents’ children are Severe Cerebral Palsy, an occurrence of both ADHD and ASD, and
Mild Cerebral Palsy. While the study has categorized ASD and ADHD as a learning disorder,
the researcher also understands that in foreign models, a part of the spectrum in ADHD and
ASD are considered as IDs given the characteristics, they possess like inability to take care of
themselves, displayed below average IQ and poor coping skills.
Q.3. Child’s age.
Child's Age Range
4%
21% Under 5 years of age
18%
5-10 years old
11-15 years old
16-18 years old

27% 30%
18 above
Figure 5.3. Child’s Age Range

This pie chart represents that the occurrence of these disabilities are commonly found in the
children who are aged from 5-15 years old—mid-formative to pre-teen years.
Q.4. Years taking care of the child.
Most of the answers to this follow up question reflect that all the caregivers have been
taking care of their children for most of the child’s life—therefore making them primary
and experienced caregivers whose inputs are most valuable to the study.
Q.5. Relationship to the child.
Relationship to the Child
3%
1%
21% Mother Father

34%
Sibling Legal Guardian
Teacher Cousin
24%
17%
Figure 5.4. Relationship of the Caregiver to the Child.

Most of the respondents are immediate family members (mother and siblings), while almost
a third of the respondents are the children’s legal guardians. This could mean the occurrence
of absentee parents, immediate family’s inability to afford the child’s care, etc.
Q.6. District I reside in.
District I Reside In
4%
20%
District I District II District III
31%
15%
District IV District V District VI
3%
27%
Figure 5.5. Districts the Caregivers and Children Reside In.

As confirmed by the interview with Sir Gab, the results of the survey show that District II
ahs the most number of respondents that were able to complete the survey. This is followed
by district IV. One reason that the researcher can provide is that the reach of the survey is
very limited, and as the researcher resides in District IV, hence, the number of responses.
B. CAREGIVING AND CENTER INVOLVEMENT

Q.1 – Q.6. Gauging of degree of hands-on-ness of caregivers to their children.
The questions in this bracket, there are questions which will help the researcher gauge the
degree and how much of the respondents pour our their time and efforts to care for the child.
Hands-On Care
24%
Yes No Somewhat
5%
71%
Q.1.
Q.2.
Q.3.
Q.4.
Q.5.
Q.6.
Figure 5.6. Summary of Hands On Care of Caregivers.

Based on the results of these questions, the researcher concludes that most of the respondents
have children who require extra special care and a lot more attention than the average child or
even compared to other CWDs with mild ID cases.

Q.7. Which of the following daily challenges do you face in caring for your child with
IDs? (Select all that apply).
Challenges on a Daily Basis
Navigating Daily Routines
Managing Behavioral Outbursts
Communicating with Your Child
Feeding and Mealtime Routines
Dressing and Personal Hygiene
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% 100.00%
Challenges on a Daily Basis
Figure 5.7. Daily Challenges Faced by Caregivers When Caring for their Child
This is to support the researcher in gauging how hands-on the respondents are with caring
for their child with reference to the challenges of their care. It shows that much of the
respondents mainly have difficulty in handling emotional outbursts and tantrums than any
other, followed by the basic task of maintaining personal hygiene. This could mean that the
children, because of their disability, are rendered unable (be it physical or because of their
mental age) to do simple tasks by themselves and therefore need to be coached in a different
approach.
Q.8. How do you manage and support your child's behavior and emotional well-being
when they face difficulties or frustration? (Select all that apply):
Dealing of Caregivers Regarding Child's

Frustrations/Tantrums
None/We Do Not Acquire These
Services
Discipline
Support from Counselors
Specialized Programs or Interventions
Emotional Support and Reassurance
Professional Behavioral Therapy
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% 100.00%
Percentage of 71 Respondents
Figure 5.8. Dealing of Caregivers Towards Children Regarding Their Frustration

It can be said that almost all of the respondents rely on emotional reassurance and
companionship alone, while the other half are able to afford these services outside their
home. This could also be interpreted that the former half are not enrolled or are not able to
enroll their child or much less themselves to a care facility that can attend to their needs.
Q.9. What are the most significant challenges you've faced as a caregiver of a child with
intellectual disabilities? (Select all that apply)
Challenges as a Primary Caregiver to their CSN

Navigating the healthcare System
Stress in family relationships
Concerns about the future
Emotional/Mental Stress
Feelings of Loneliness and Depressive Emotions
Financial Constraints
Balancing Multiple Roles
Advocating For Child's Rights (Educ and Health)
Social Isolation
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%
Figure 5.9. Caregivers’ Struggles and Challenges
This question’s purpose was to gauge the caregiver’s personal perspective independent of
their child when it comes to being the caregiver. The results show that financial constraints
are almost at par with emotional and mental stress, which could be given a solution to by
being provided the proper care and prioritization they also need as people who are heavily
involved with their children’s circumstances.

intellectual disabilities when seeking support and services? (Select all that apply)
Challenges When Seeking Help
Inaccessibility (In terms of

commute/patient mobility)
Stigma or discrimination
Limited availability of services
0.00% 20.00% 40.00% 60.00% 80.00% 100.00% 120.00%
Figure 5.10. Usual Challenges of a Caregiver When Seeking for Help.
The main problem that caregivers encounter when seeking for assistance in caring for their
children is, again, financial constraints. Providing for a child with special needs is indeed
expensive and not all families in Quezon City are able to afford these services. This is
followed by inaccessibility, which could be caused by the physical limitations of the
patient/child, or the proximity of the center to the household of the caregiver and child.
Q.11. I have enrolled my child into a intellectual center for children with special needs.
I HAVE ENROLLED MY CHILD

TO AN ILRC.
42%
Yes No
58%
Figure 5.11. Percentage of children enrolled in an ILRC.

This simply shows that more than half of the respondents are able to enroll their children
in an ILRC.

Q.12. If not, please indicate your reasons for not enrolling your child.
Reasons for Not Enrolling Their Children to ILRCs

Already enrolled
Limited availability of such that
cater to my child's needs
Hesitance (As reasoned by
respondents)
I balance too many roles already
I have other children to take care of
Stigma
Inaccessibility
Poverty/Financial constraints
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%
Number out of 71 Respondents
Figure 5.12. Caregivers’ Reasons for Not Enrolling Their Children at an ILRC.
As for the 30 respondents that did not enroll their children into ILRCs, their main reasons
are, once again, financial inability to afford those services, and the limitations of the present
establishments that accept special children into their care. With reference to Tables 1.6 and
1.7, there are some districts whose public services for CSNs are public schools with very
limited programs that cater to such needs as that of children with IDs. While there are
bigger numbers in the presence of private centers in the city, the reason for the large number
of children not being able to enroll into a center will go back to the concept of poverty.

Q.13. If your child is enrolled at a center, where is it located?
ILRCS THE CHILDREN

ARE ENROLLED AT
Bagong Pag-Asa Elementary School (District I)

13% The Child's World (District I)
22% PACE Special Education Center
Bagong Silangan Elementary School (District
II)
QC Kabahagi Center for Children with Disabili-
ties (District II)
28%
13% Immaculate Conception Cathedral School (Dis-
trict III)
New Era University (District IV)
HOPE Therapy (District IV)
19% 6% Lord Jesus Our Redeemer Christian Academy
(District V)
Figure 5.13. ILRCs the 41 Respondents Have Enrolled Their Children At.
Apparently, these centers are the most common among the 41 respondents that have
enrolled their children into centers. So, this could also entail that these centers are the most
popular and most known in their respective districts. QC Kabahagi Center is the most
popular out of all the centers mentioned and it is most likely because it is the only
established public-owned ILRC in the city.

Q.14. I am aware of and have utilized local support groups or organizations for parents of
children with intellectual disabilities.
Awareness of the services for children with ids
24%
Yes No
76%
Figure 5.14. Level of Awareness of the Community

This signifies a notable awareness among respondents in QC regarding these services.
However, the outcomes in this aspect starkly differ for respondents who were unable to
enroll their children, underscoring the recurrent challenges related to poverty and
inaccessibility that impede enrollment.
Q.15. How do you rate the level of educational support available for your child with
learning disabilities at the center they are enrolled in?
SUFFICIENCY OF THE ILRC THE CHILD IS

ENROLLED IN
10%
Not Enrolled/I am unsure
21% Insufficient
42%
Adequate
Exceptional
27%
Figure 5.15. Level of Educational Sufficiency of the ILRC the Respondents Enrolled their Children In.

For the 41 respondents that enrolled their children into ILRCs/establishments for SpEd,
majority of the respondents deemed the establishment insufficient. Based on the
observations of the researcher, it can only be concluded that either (1) the private center
they enrolled their child in still has limited services or (2) the public school they enrolled
their child into does not aid much in the development of their child in a holistic way.
Q.16. What services for parents/caregivers of children with special needs are provided in
the center? (Select all that apply)
Services Provided at the Center

N/A (Not enrolled)
Educational Resources
Financial Support
Parent Support Groups
Seminars and Government Initiatives
Preofessional Therapies
Counselling
Respite Care Services

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%
Figure 5.16. Services Provided by the ILRCs the Respondents’ Children Are Enrolled At.
For this item, the researcher focuses on the services that are not provided by the existing
establishments, such as Respite Care Services (that is common in international centers), a
bridge for Financial Support, Parent Support Groups, and Professional Therapies for both
the child and the parent. The results of this question reflect that the caregivers, while they
still prioritize the needs of their children, still need proper government and community
support because of their circumstances.

Project Justification for a Proposed ILRC in Quezon City

collaboration with NGOs and government agencies to provide the services I need for me and my child.
adequate facilities and equipment needed for health and other wellbeing concerns aside from education.
There is a lack of these kinds of centers in my district.
There should be a hierarchy in services provided by the center (basic care, specialized, etc.)
The ILRC I have enrolled my child at is adequate in size and service
r is an essential community service to assist families in educating / training children with special needs.
ve a sound policy and program for children with special needs to be productive members of the society.
There is an observable rise in number of children with special needs.
0 10 20 30 40 50 60 70 80
Strongly Disagree Disagree Not Applicable/Neutral

Agree Strongly Agree
Figure 5.17. Proposal or Project Justification

This part of the survey is the barometer of whether the physical project of a proposed ILRC is
justifiable enough to establish. While almost all of them agree that the establishment of a public
ILRC is crucial, 30 of them express their unsureness when it comes to the sufficiency of existing
establishments simply because their children are not enrolled in any of them. Meanwhile, the
other 41 are adamant on their opinions of the establishments they have enrolled their children to
are insufficient to cater to their needs and their children’s.
D. ADVOCACY AND RECOMMENDATIONS

Q.1. What recommendations or improvements would you suggest to enhance the support
and resources available for children with intellectual disabilities and their families in
your community? (Select all that apply)
Services Envisioned in A Proposed ILRC
Accessible
More Support Groups
Enhanced Training for Professionals
Respite Care Services
Increase in Programs for Caregivers
Specialized Facilities
Financial Assistance
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00%
Figure 5.18. Recommendations of the Respondents for the Proposed ILRC
Based on the previous questions, the researcher can only conclude that these are the
recommendations the respondents can provide for the proposed ILRC which should
prioritize its accessibility, increase of community support, specialized facilities, and
programs for the caregivers.

Q.2. Other insights?
For this last item, the researcher identified certain themes in the respondents’ answers other
than the inputs presented in the previous items.
MORE SPECIALIZED SERVICES AND EDUCATIONAL RESOURCES

The respondents that identified this need are mainly those who have their children enrolled at
a private center. They are educated about their circumstances and the services they should get,
yet observe that there are many families that are not—and thus, not a lot of families are
empowered enough to advocate for theirs and their children’s rights as members of society.
ACCOMMODATION
IDs are disabilities usually with manifestations (depending on their severity) that causes an
individual to be rendered unable to perform simple tasks. These disabilities typically last a
lifetime, and thus, without early intervention, can be brought into adulthood and may worsen
in severity over time. These people, who are no longer children, are still cared for by their
families who albeit having the financial capability, may not still be able to acquire the
intricate nature of childcare simply because they are past legal age.
According to some respondents, it would be ideal if there were also centers that cater to these
needs, regardless of the physical age of the patient/individual.
INCREASE OF PUBLIC CENTERS FOR AFFORDABILITY AND THE

PRIORITIZATION OF THE GOVERNMENT
Mainly, the insights provided by most respondents are regarding the increase of public-owned
centers that can cater to families that are below or barely above the poverty line. The
respondents also expressed that if only the government, prioritized this field in servicing the
people, it would greatly contribute to the success of the economy by showing no
discrimination in servicing the people of this demographic.
UNAWARENESS OF THE DISABILITY

It has come to the attention of the researcher that while majority of the respondents’ children
were diagnosed, there are some who stepped forward back by their suspicions of an
occurrence in their children. These respondents all expressed their inability to afford even
diagnostic services in order to at least know what exactly their child is experiencing. This
only leads us back to the issue of financial constraints of the respondents’ families.

II. Survey for Parents and Caregivers of Children with Learning Disabilities
The researcher clarifies that this particular survey was not able to reach its quota and has only
accomplished 114 responses, roughly 95% of the supposed 150 respondents, as computed with
Slovin’s Formula. The researcher concludes that this could be due to (1) time constraint, (2)
with reference to the interview with Sir Gab, the hesitance of caregivers and parents to
acknowledge this occurrence and therefore not engaging with the survey, (3) topic being very
sensitive, and (4) the limitations of the researcher.
A. BACKGROUND INFORMATION
Q.1. What are some of the characteristics you have observed in your child? (Select all
that apply)
Characteristics Observed in Child

Academically challenged in terms of reading and writing.
Academically challenged in terms of mathematics and logic.
9% 9% Difficulty in expressing thoughts and ideas verbally.

4% Challenges in understanding spoken language (hard on
9% 2%
hearing to deaf)
9% 14% Challenges in understanding written language.
Attention deficit behavior, short attention span, difficulty in

sustaining attention.
11%
9%
Short term memory loss.
14% 10% Long term memory loss.
Lack of organizational skills or time management
Difficulty in self-care.
Susceptible to Overstimulation
Figure 5.19. Characteristics Observed int rh Child with LD.
The graph enumerates various options aimed at discerning the nature of a child's
disability based on observable characteristics, irrespective of whether the child has
received a formal diagnosis or is merely suspected of having a disability. The researcher
acknowledges the financial constraints that some respondents may face in accessing
diagnostic services. It is noteworthy that nearly all response categories were endorsed by
participants.

Q.2. Child’s specific disability:
Child's Specific Disability
ADHD
ASD and Deaf
3% 9%
3%3%
ASD and Visually Impaired
6%
11%
Deaf
9% Mute/Verbally Impaired
12% Vision Impairment
11% Dyslexia
Discalculia
3%
Dysgraphia
31%
Combination od Dyslexia, Discalulia, Dysgraphia
I don't know
Figure 5. 20. Child’s specific LD.

The results for this item shows that majority of the children of the respondents suffer from
visual impairment, diagnosed dyslexia, being deaf, and a combination of autism and visual
impairment.
Q.3. Child’s age:
Child's Age Range
4%
17%
Under 5 years of age
5-10 years old
25% 54% 11-15 years old
16-18 years old
Figure 5.21. Child’s Age Range

This chart simply displays that ages 5-15 years old (late formative to pre-teen years)
make up most of the children of the respondents for this survey.

Q.4. Years taking care of child:
Most of the answers to this follow up question reflect that all the caregivers have been
taking care of their children for most of the child’s life—therefore making them primary
and experienced caregivers whose inputs are most valuable to the study.
Q.5. Relationship to the child:
Relationship to the Child
10%
37% Mother Father Sibling

22%
Legal Guardian Other
18%
13%
Figure 5.22. Respondents’ Relationship to their CSN.

Like the survey for IDs, majority of the caretakers that took part in this survey are the
children’s mothers, followed by their siblings, and their legal guardians. The study was
not able to delve into why there is little engagement from the children’s fathers. The
“Others” category include extended families, educators, family friends/close friends,
babysitters, and because it is their work.

Q.6. District I reside in:
District I Reside In
11% 8%
District I District II District III

10%
District IV District V District VI

22% 46%
4%
Figure 5.23. Districts the Respondents and their CSNs reside in.
Again, the study was only given a short amount of time to complete this survey. Also,
given the limitations indicated earlier in this chapter, the survey was only able to reach
certain parts of the whole city—mainly District II and District IV. Majority of the
respondents reside in District II, followed by District IV, then a tie between VI and V, I,
and lastly, III.

B. CAREGIVING AND CENTER INVOLVEMENT
Q.1-Q.6. Degree of caregivers being hands on in taking care of their CSNs.
The questions in this bracket, there are questions which will help the researcher gauge the
degree and how much of the respondents pour our their time and efforts to care for the child.
Q.1. Hands-On Care
Q.2.
Q.3.
28%
Q.4.
Q.5. Yes No Somewhat
Q.6. 65% 7%
\
\
Figure 5.24. Hands On Care

Q.7. Which of the following daily challenges do you face in caring for your child with
learning disabilities? (Select all that apply)
Percentage out of 114 Respondents
Others
Navigating Daily Routines
Behavior Management
Communicating/Connecting with Your Child
Explaining Concepts and Lessons
Homework and School Assignments
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00%
Percentage out of 114 Respondents
Figure 5.25. Challenges encountered by caregivers in caring for their child.

This is to gauge how hands-on the respondents are with regards to their needs in every
aspect aside from education and learning. While the majority of respondents have
experienced difficulty in explaining concepts and lessons even now after their years of
taking care of the child. This may also mean that they need proper interventions to lighten
these burdens and to effectively cater to the child’s needs. This applies for every other
choice in this question.
Q.8. How do you manage and support your child's behavior and emotional well-being,
especially in moments of difficulty or frustration? (Select all that apply)
Dealing of Caregivers Regarding Child's

Frustrations/Tantrums
None/We Do Not Acquire These
Services
Others
Support from Counselors
Specialized Programs or Interventions
Emotional Support and Reassurance
Professional Behavioral Therapy
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% 100.00%
Figure 5.26. Dealing of Caregivers Regarding Child’s Frustrations

While 58% of the respondents have not acquired these professional services, almost all of
them rely also on the emotional support and reassurance they can give their child. Based on
the observation and analysis of results by the researcher, the respondents who checked the
boxes for the other remaining choices have formally enrolled their children in SpEd centers
or existing ILRCs in their areas.
learning disabilities? (Select all that apply)

Challenges as a Primary Caregiver to their CSN
Navigating the healthcare System
Stress in family relationships
Concerns about the future
Emotional/Mental Stress
Feelings of Loneliness and Depressive Emotions
Balancing Multiple Roles
Advocating For Child's Rights (Educ and Health)
Social Isolation
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00%
Figure 5.27. Challenges as a Primary Caregiver to their CSNs

The objective of this inquiry was to assess the caregiver's individual viewpoint, distinct
from their child's perspective, regarding their role as a caregiver. The findings indicate that
financial constraints closely align with emotional and mental stress. Addressing these
challenges could involve offering caregivers the requisite care and prioritization,
recognizing their integral role in their children's circumstances.
learning disabilities when seeking support and services? (Select all that apply)
Challenges When Seeking Help
Inaccessibility (In terms of

commute)
Stigma or discrimination
Limited availability of services
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00%
Figure 5.28. Challenges Encountered by Respondents When Seeking for Support.

Similar to the results shown in that of the previous survey, the respondents for this one
also experience the problems of inaccessibility and mainly financial constraints.
Q.11. I have enrolled my child into a learning center for children with special needs.

I HAVE ENROLLED MY CHILD
TO AN ILRC.
41%
Yes No
59%
Figure 5.29. Percentage of Respondents that have enrolled their child in an ILRC or SpEd Center.

In contrast to the results of the previous survey, majority of the respondents whose children
have LDs have not enrolled their children to necessary and specialized services. This is
because the characteristics of LDs are not physically manifested—appearance-wise,
compared to IDs. This might make it harder for the parents to acknowledge this abstract
need and therefore not pay any attention which cannot also be explicitly identified through
this survey. However, it could also mean to bring us back to the challenges faced by
caregivers when it comes to seeking help, which are mainly financial constraints and
inaccessibility.
Q.12. If not, please indicate your reasons.
Reasons for Not Enrolling Their Children to ILRCs
*Overage for public school

*Doctor's advice.
*"My child doesn't need it."
Already enrolled
Limited specialized services (assistive technology, programs, etc.)
*Hesitance/Fear (As reasoned by respondents)
I balance too many roles already
I have other children to take care of
Stigma/Discrimination
Inaccessibility
Poverty/Financial constraints
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%
Figure 5.30. Reasons for not enrolling their children in SpEd centers or ILRCs.
41% of the respondents have enrolled their children ti ILRCs and therefore have answered
such. Mainly, the reason for the others not enrolling their children are limited specialized
services, financial constraints, inaccessibility, discrimination (that the child could have
experienced in a satellite ILRC within a mainstream school) and internal struggles in the
household.

Q.13. If you enrolled your child to a center, where is it located?
ILRCS THE CHILDREN

ARE ENROLLED AT
Bagong Silangan Elementary School (District

7% II)
QC Kabahagi Center for Children with Disabili-
ties (District II)
39% 26% Immaculate Conception Cathedral School (Dis-
trict III)
Fairfield School, Inc. (District IV)
New Era University (District IV)
Resources for the Blind (District III)
4%
2% Center for Developmental Intervention Founda-
tion, Inc. (District VI)
22%
Outside QC
Figure 5.31. ILRCs Respondents Enrolled their Children In.
Since majority of the disabilities recorded by this survey is visual impairment, it only makes
sense for Resources for the Blind in Cubao would get the most enrollees from the
respondents. This is followed by QC Kabahagi Center, then New Era University (SpEd).
Q.14. Are you aware of and have utilized local support groups or organizations for
parents of children with intellectual disabilities?
Awareness of the services for children with Lds
31%
Yes No
69%
Figure 5.32. Degree of Awareness of Services and Programs for Children with LDs.

The figure above highlights that despite majority knowing or having awareness of the
services being provided by private institutions and the local government for CSNs, majority
still actively chose not to enroll their children.
Q.15. How do you rate the level of educational support available for your child with
learning disabilities at the center they are enrolled in?
SUFFICIENCY OF THE ILRC THE CHILD IS

ENROLLED IN
5%
13% Not Enrolled/I am unsure
Insufficient
Adequate
23% 59%
Exceptional
Figure 5.33. Respondents’ Opinions on ILRC Sufficiency.
Majority of those who chose to partner with a particular ILRC for their children have
pronounced said center as insufficient. Their insights in the last part of this survey show that
even though there are many private institutions in the city for this purpose, they still are
unable to accommodate much of those families that cannot afford this service. It also shows
that despite satellite ILRCs or SpEd curriculums in public schools being established for a
while, it still is not able to provide as much specialized programs and initiatives as what is
targeted/ideal, hence, being insufficient.

Q.16. What services for parents/caregivers of children with special needs are provided in
the center? (Select all that apply)
Services Provided at the Center

N/A (Not enrolled)
Educational Resources
Financial Support
Parent Support Groups
Seminars and Government Initiatives
Preofessional Therapies
Counselling
Specialized Programs and Therapies

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%
Figure 5.34. Services Identified by Respondents Provided at the ILRC They Enrolled their CSN in.
Those who did not enroll their children to ILRCs indicated that in this question. The other
half then have recorded that the abovementioned ILRCs do provide these services and
shall therefore also serve as a pattern for the designer when planning the proposal/project.

Justification for a Proposed ILRC in QC

collaboration with NGOs and government agencies to provide the services I need for me and my child.
adequate facilities and equipment needed for health and other wellbeing concerns aside from education.
There is a lack of these kinds of centers in my district.
There should be a hierarchy in services provided by the center (basic care, specialized, etc.)
The ILRC I have enrolled my child at is adequate in size and service
r is an essential community service to assist families in educating / training children with special needs.
e a sound policy and program for children with special needs to be productive members of the society.
There is an observable rise in number of children with special needs.
0 10 20 30 40 50 60 70 80 90 100
Strongly Disagree Disagree Not Applicable/Neutral

Agree Strongly Agree
Figure 5.35. Project Justification.

This part of the survey is the barometer of whether the physical project of a proposed ILRC is
justifiable enough to establish. Most of the respondents either strongly agree or agree that it is
crucial and ideal to establish a public ILRC in Quezon City, although there are still some who
have expressed neutrality (which could mean unsureness) regarding the concept.
As for the respondents that have enrolled their children to existing ILRCs in QC, despite already
being able to acquire these services, they still express their empathy for those otherwise.
Affordability is indeed a concern that takes up space regarding this matter, and it only further
justifies the establishment of a public ILRC in QC.
D. ADVOCACY AND RECOMMENDATIONS

Q.1. What recommendations or improvements would you suggest to enhance the support
and resources available for children with learning disabilities and their families in
your community? (Select all that apply)
Services Envisioned in A Proposed ILRC

*Increase the Awareness of the
Community
*Better Referral
*Better Mapping
Accessible
More Support Groups
Enhanced Training for Professionals
Increase in Programs for Caregivers
Specialized Facilities
Better Affordability
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% 100.00%
Figure 5.36. Recommendations of Respondents for the Proposed ILRC in Quezon City.
Drawing upon the preceding inquiries, it can be inferred that respondents recommend the
prioritization of accessibility, enhanced community support, specialized facilities, and
dedicated programs for caregivers in the envisioned Independent Living and Rehabilitation
Center (ILRC).

Q.2. Other insights?
For this last item, the researcher identified certain themes in the respondents’ answers that
are similar to the insights of the respondents for the IDs Survey but in the perspective of
caregivers whose children have LDs.
4.2 Conclusion
In conclusion, the proposal and establishment of an "Inclusive Learning and Resource Center
Specializing in Intellectual and Learning Disabilities for Children with Special Needs in Quezon
City" are both feasible, imperative, and justifiable. This initiative aligns with the legal framework of
Quezon City, as underscored by the Quezon City Ordinance No. SP-2617, S-2017, amended by City
Ordinance No. SP-2718, S-2018, which institutionalizes a comprehensive program for Children with
Disabilities (CWDs), explicitly endorsing the creation of a center and allocating funds for its
implementation. The resonance between the responses from key representatives interviewed and the
vision of this study further substantiates the necessity and relevance of the proposed center.
Survey results notably underscore the demand for a public/government-owned facility, emphasizing
the need for enhanced accessibility, a challenge that could be effectively addressed by establishing
such centers in each district. Moreover, the identified financial constraints faced by the target
population underscore the imperative for a government-supported facility, rendering it a justifiable
intervention in promoting equitable access to specialized care and resources for children with
intellectual and learning disabilities in Quezon City.

4.3 Recommendations
The researcher identified unfilled gaps within the study and recommends the following to future
architecture students whose research would fall in line with this theme so they can eventually come
up with a more holistic and comprehensive design/proposal:
 In-depth Study on Specific Learning and Intellectual Disabilities

While the research covered various learning and intellectual disabilities in children aged 1-17,
a more in-depth understanding is crucial for an improved design process. A thorough
examination of specific disabilities is vital for architects and researchers proposing an
inclusive learning center, ensuring the integration of universal design principles for enhanced
accessibility and optimized learning environments. This comprehensive approach considers
factors like sensory stimuli, spatial organization, and ergonomic design, adhering to
standards, fostering community engagement, and establishing a sustainable, holistic approach
that extends beyond physical design considerations.
 Further Consultation with NGOs

In consultations with NGOs, the researcher identified a gap in services not covered by the
local government of Quezon City, although specific details are beyond this study's scope.
Engaging extensively with Non-Governmental Organizations (NGOs) is crucial for architects
and researchers proposing an inclusive learning center, as NGOs bring specialized expertise,
practical experience, and insights into best practices, informing a pragmatic design process.
This will also give the study a better understanding on the stand of both private and public
sectors about the current state of inclusivity for CSNs in Quezon City or any locality.
 Cross-disciplinary Collaborations
The researcher's approach, while not extensively exploring interdisciplinary aspects, ensures a
comprehensive design perspective by integrating insights from psychology, education, and
healthcare. This collaboration fosters innovative solutions, promoting a user-centric approach
by leveraging expertise from various disciplines.

 Advocacy Analysis
The researcher conducted initial studies, focusing on policies and legal foundations rather
than delving extensively into advocacy groups and communities. The recommendation
emphasizes aligning design proposals with nuanced stakeholder requirements, ensuring
compliance with legal and ethical standards, fostering community engagement, and
integrating innovative elements for sustained impact and environmental adaptability in
inclusive education.
 Assessing the Professional to Client Ratio in the Field

This will give future studies a more in-depth assessment of the needs concerning the field
without losing sight of the logistical aspect of public-serviced inclusive programs/services.
 Exploring the Discrepancies in the Implementation of Inclusive Provisions, Unperceived

and Underimplemented by Intended Beneficiaries
This is a matter only identified by the researcher of this study through interviews with LGU
representatives. It would benefit future researchers to expose and find out why there is a gap
so visionaries can eventually use the information to create more effective policies for PWDs
and CSNs.
 Interview Target Users with Diverse Circumstances

For the study to truly embody the principle of "inclusive of children with special needs
(CSNs) regardless of their circumstances," it is essential to comprehensively consider all
facets of their well-being. During one of the interviews, the researcher acknowledges the
study's omission of certain CSNs' experiences concerning the lack or absence of support from
their families. The inquiry into how these individuals can access services without familial
support highlights a potential area of oversight in the study, suggesting avenues for future
research exploration in this domain or others relating to it.
Overall, these recommendations aim to inspire future researchers to delve deeper into specific
aspects of inclusive education and contribute valuable insights to the field, ultimately enhancing
support for children with special needs in Quezon City, and perhaps the country or an even bigger
scope, through physical design and architecture.

4.4 Financial Viability Study
a. NATIONAL GOVERNMENT FUNDING
According to the Philippine Information Agency, 16%t of the 2024 National Expenditure Program
(NEP) has been designated for the education sector, amounting to P924.7 billion. This reflects a
3.3 percent increase compared to the preceding fiscal year.
Here is a table representing the Philippine Investment Program Funding 2023-2028 best suited for
the proposal:
PIP CODE PROJECT REGION RDC ENDORSMENT AGENCY INVESTMENT TARGETS TOTAL TRIP
TITLE 2023 2025 2028
2020- Basic Nation- Endorsed Depart- 23,000, 498,752,8 0.00 1,532, YES
07001- Education wide ment of 580,000. 15,576.00 073,372,
000004 Facilities Education 00 576.
00
(BEF) (DepEd)
2020- Textbooks Nation- Yet to be Endorsed Depart- 998,454, 998,454,0 0.00 2,995, NO
07001- and Other wide ment of 000.00 01.00 362,001.
000005 Instruction Education 00
Materials (DepEd)
2020- Human NCR Yet to be endorsed Depart- 1,965,746, 1,965,746, 0.00 7,862, NO
07001- Resource ment of 000.00 000.00 984,000.
000008 Develop- Education 00
Ment For (DepEd)
Personnel In
Schools
And
Learning
Centers
2023- Sustainable NCR Yet to be endorsed Depart- 4,430,322, 9,233,638, 0.00 31,332, NO
20001- Livelihood ment of 000.00 800.00 793,467.
003862 Program Social 00
(SLP) - FY Welfare
2024 and
Develop-
ment
(DSWD)
Table 4.1. PIP Funding and corresponding projects.
With a budget allocation of P33.8 billion for the Basic Education Facilities (BEF) Program,
initiatives for constructing and refurbishing educational infrastructure will be carried out. These
efforts encompass the establishment of 7,879 classrooms and technical vocational laboratories,
refurbishment of 10,050 classrooms, acquisition of 21,557 sets of school desks, furniture, and
fixtures, provision of electricity to 432 classrooms, along with the creation of 333 school health

facilities, 3 medium-rise buildings, 72 library hubs, 16 Inclusive Learning Resource Centers
(ILRCs), and 4 Community Learning Centers (CLCs).
As for the project Textbooks and Other Instructional Materials, the program aims to provide public
schools and learning centers quality text-based learning resources aligned with the K to 12
curriculum and used as primary bases or as a supplement to teaching and learning processes. The
HR and Development program is dedicated to support human resource development and training
programs. More specifically, it aims to make the department responsive to the organizational
needs and manpower requirements by developing appropriate skills and attitudes of its personnel.
This can come as a referral system for teachers and specialists that need support.
Lastly, since this study also aims to address the needs of parents and caregivers to be financially
stable enough to afford the cost of living of a child with a specific condition, to gain help from the
local government, and be supported by their community, the researcher also included the program
Sustainable Livelihood Program (SLP) - FY 2024 for next year.
b. CITY FUNDING
As per the QC Comprehensive Development Plan 2021-2025, the local government has mandated
the establishment of rehabilitation centers for children with special needs through the Quezon City
Ordinance No. SP-2617, S-2017, as amended by City Ordinance No. SP-2718, S-2018 – An
Ordinance Institutionalizing A Comprehensive Program for Children with Disabilities (CWDs),
Thereby Establishing A Center and Providing Funds Thereof and for Other Purposes. This also
entails the establishment of one per congressional district in the city.
The CDP and CLUP of the city are not complete with the details of the budget allocation for this
specific proposal. However, from the interview with QC Kabahagi Center’s OIC and the advise of
the City Budget Department, it has been made clear that the structural establishment of the first
center under the abovementioned ordinance was funded by the national government, specifically
by the Department of Public Works and Highways through the efforts of Congressman Sonny
Belmonte. Its programs are funded also by the national government annually. However, it was
renovated recently and funded by the Office of the City Mayor under Mayor Joy Belmonte’s
instruction.

4.5 Site Selection
The researcher obtained 3 possible sites for the said development from the City Planning and
Development Department, Special Projects Division.
SITE A: NATIONAL HOUSING AUTHORITY PROPERTY
This site is situated along Quezon

Avenue and is owned by the
National Housing Authority. It has a
land area of 95,655.00 SQM or 9.5
hectares. It is a public-owned parcel
of land that house dozens of families
of informal settlers.
Figure 4.2. SITE A: NHA Property

along Q. Ave.,
Its lot number is registered as RP3-B-3-A-1-B-3-A-2. It is surrounded by multiple health centers like
the Philippine Children’s Medical Center, Philippine Heart Center, Lung Center of the Philippines,
and East Avenue Medical Center. The area is approximately 45 meters above mean sea level. The
zoning of the site falls under the Special Urban Development Zone, which permits all C-3 uses—
including institutional buildings and rehabilitation centers.
SITE B: SM PRIME AND CAMRIE ENTERPRISES
This site, situated along Commonwealth

Avenue, is jointly owned by Camrie
Enterprises (comprising the right portion)
and SM Prime Holdings, Inc. (comprising
the majority of the left portion).
Figure 4.3. SITE B: SM Prime and Camrie

Enterprises

Notably, remnants of the left portion remain under the ownership of the now-demolished Our Lady of
Grace Montessori school. Collectively, the land encompasses an area of 31,005.00 square meters or
3.1 hectares, with SM Prime Holdings possessing 21,005.00 square meters and Camrie Enterprises
holding 10,000.00 square meters. The site is encompassed by residential zones and abuts a primary
thoroughfare, Commonwealth Avenue. On the opposite side of the avenue, Mary Immaculate
Academy of Quezon City is situated, and in close proximity, the General Malvar Hospital is
positioned just a few meters away from the premises. The area is about 69.2 meters above mean sea
level. The site falls under the zoning R-3 High-Density Residential Zone. This permits the
establishment of small institutional buildings like schools (elementary and highschool).
SITE C: MQ HOLDINGS, INC.
This site is located along Regalado

Avenue, near Commonwealth Avenue.
It is surrounded by residential areas
with the Far Eastern Medical Center
and University just across the street.
Just south of the hospital, we will find
the Cathedral Shrine and Parish of the
Good Shepherd – Novaliches. The site
is also near s supermarket, and a couple
banks.
Figure 4.4. SITE C: MQ Holdings along Regalado Highway.
The site is owned by MQ Holdings, Inc. and is approximately 54 meters above sea level. The site also
has a mini canal with existing retaining walls that cuts across the lot. MQ Holdings falls under both
the R-2-A Medium Density Residential Subzone and C-1 Minor Commercial Zone. This permits the
establishment of institutional buildings that do not exceed 16 classrooms.

4.6 Criteria for Site Selection
The researcher bases the rating of each site on Quezon City’s Comprehensive Land Use Plan, Zoning
Ordinance, other maps, and the data provided by the City Planning and Development Department.
CRITERIA RANKING
1 = Unacceptable
2 = Poor
3 = Fair
4 = Good
5 = Excellent
SITE SELECTION CRITERA SITE A SITE B SITE C

(NHA Property)
(SM Prime and (MQ Holdings,
Camrie Enterprises) Inc.)
SITE CHARACTERISTICS
Size of Site 5 5 5
Site enough to accommodate the structure
required for an ILRC.
Site with possible expansion and consolidation
for future needs and does not need major
regrading.
Zoning 5 4 3
The location that is appropriate ILRC
development with compliance with existing
laws, rules, and regulations.
Availability 4 4 4
Planners and architects need to assess whether a
parcel of land is suitable for siting an ILRC.
Accessibility 5 5 4
The site is near an expressway or is adjacent to
a national or main road.
Slope Topography 5 3 4
The site must be relatively flat terrain or within (0.40%) (Left portion is (2.57%)
the buildable sloping terrain with 0-3% 0.81% and right
gradient. portion is 3.25%)

E N V I R O N M E N TAL C O N S I D E RAT I O N S
Soil Characteristics 5 5 4.5
Waterlogged regions and wetlands should be (Novaliches Clay) (Novaliches Clay) (Novaliches Clay)
avoided, cost-effective building design, and
foundation plans.
Flooding 5 5 4.5
The site should be free from the dangers of (Low) (Low) (Low-Moderate)
flooding.
Proximity to Manmade Hazard 4 5 5

The site should not be in proximity to industrial
facilities that produce hazardous substances.
Site Erosion and Landslide 5 5 5

The site should be free from the dangers of site (No threats) (Low) (Low)
erosion and landslides.
Drought 5 5 5
The site should be free from the dangers of site (No threats) (No threats) (No threats)
erosion and landslides.
Sun Orientation 5 5 5
The site should have a full advantage of the
available sun path.
RESOURCES CRITERIA
Public Water System 5 5 5
Access to a sufficient supply of water is (Manila Water) (Manila Water) (Maynilad)
necessary.
Water supply must be provided - may it be from

the ground, public water system, or water
company.
Solid Waste Management 5 5 5

Availability of solid waste and collection in the
area.
Electric Power System 5 5 5

Power supply must be provided and there must (Meralco) (Meralco) (Meralco)
be an available utility company that will serve
the site.
Telecommunication Grid 5 5 5
Telecommunication services must be present in
the area.

S O C I O – E C O N O M I C AN D S O C IAL C O N S I D E RAT I O N S
Visibility 5 5 4
The site must be easily seen or accessed.
Accessibility to Urban Core 5 5 5

The site must ensure proximity to the central
area of a city or urban region to increase its
reach and impact.
Pedestrian Access 3 4 5
The site must ensure a safe and convenient
journey for individuals walking to the ILRC.
Traffic Count 4 4 5
Conducted to collect information about the
movement of people and vehicles across specific
points along a given roadway.
NEIGHBORHOOD COMMUNITY
Proximity to Terminal 5 5 5
The site should be in close proximity to bus,
jeepney, and/or tricycle terminals.
Approximate Distance:
0-3 Km away - 5
3-6 Km away - 4
6-9 km away - 3
9-12 km away - 2
12-above km away - 1
Proximity to Fire and Response 5 5 5

Equipment
The site should be in close proximity to fire
hydrants and fire stations.
0-3 Km away - 5
3-6 Km away - 4
6-9 km away - 3
9-12 km away - 2
12-above km away - 1
Proximity to Institutional Buildings 5 5 5

The site should be grouped with other services
such as government buildings and others.
0-3 Km away - 5
3-6 Km away - 4
6-9 km away - 3
9-12 km away - 2
12 km away - 1

Proximity to Gas Stations 5 5 5
The site should be in close proximity to any
gas stations.
0-3 Km away - 5
3-6 Km away - 4
6-9 km away - 3
9-12 km away - 2
12 km away - 1
Proximity to Hotels/Accommodations 5 4 4
The site should be close to any hotels or
accommodations for the visitors.
0-3 Km away - 5
3-6 Km away - 4
6-9 km away - 3
9-12 km away - 2
12 km away - 1
Proximity to Shopping Centers 5 5 5

The site should be close to malls.
0-3 Km away - 5
3-6 Km away - 4
6-9 km away - 3
9-12 km away - 2
12 km away - 1
Proximity to Banks 5 5 5
The site should be close to banks for
currency exchange services.
0-3 Km away - 5
3-6 Km away - 4
6-9 km away - 3
9-12 km away - 2
12 km away - 1
Proximity to Medical Facilities 5 5 5

The site should be close to any medical
facility.
0-3 Km away - 5
3-6 Km away - 4
6-9 km away - 3
9-12 km away - 2
12 km away - 1
Proximity to Restaurants 5 5 5
The site should be close to any restaurant.
0-3 Km away - 5
3-6 Km away - 4
6-9 km away - 3
9-12 km away - 2

Proximity to Cultural Attractions and 5 4 3
Landmarks
The site should be close to any tourist attraction.
0-3 Km away - 5
3-6 Km away - 4
6-9 km away - 3
9-12 km away - 2
12 km away - 1
O T H E R C O N S I D E R A TI O N S
Olfactory 4 4 5
The smell/odor inside and outside the site must
not be unpleasant.
Aesthetic Value 4 4 4
Sites that have the quality of their surroundings
such as vegetation, topography, and views.
On-Site Feeling 4 3 5
The site will give a tranquil feeling.
Given the criteria and ranking above, the researcher concludes with the following:
SUMMARY OF SCORES SITE A SITE B SITE C

(NHA Property) (SM Prime and (MQ Holdings,
Camrie Enterprises) Inc.)
Site Characteristics 24 21 21
Environmental Conditions 29 30 28
Resources Criteria 20 20 20
Socio-Economic and Social Considerations 17 18 19
Neighborhood Community 50 48 47
Other Considerations 12 11 14
TOTAL 152 148 150
In accordance with the specified criteria, objective ranking, and the amalgamation of scores, the National
Housing Authority Property within the Special Urban Development Zone attains the highest ranking.
According to preliminary studies and echoing the interviews with LGU Representatives and QC Kabahagi
Center, it would be more ideal to establish an ILRC in District IV, to which the site also belongs to.

4.7 Site Description
SITE C: National Housing Authority Property in District IV, along Quezon Ave and Senator
Miriam Defensor-Santiago Avenue, Quezon City
Situated in near the Quezon City Elliptical Road, the specified site is positioned along Quezon
Avenue, where several informal settling families have built their shanties. The site is surrounded by
several medical care facilities like the Philippine Children’s Medical Center, the Lung Center of the
Philippines, and the East Avenue Medical Center southeast of the site. The site is also near a shopping
center, Centris Station Mall, which is less than a 5 minute jeepney ride away. The target users will
also have to option to take a very short jeepney ride going to TriNoma or SM North EDSA.
F i g u r e 4 . 5 . T h e s i t e
Figure 4.6. The site with its surrounding roads and establishments
Owned by the National Housing Authority, the site, boasting an elevation of approximately 45.6
meters above sea level, is categorized under Special Urban Development Zone, which permits all C-3
uses—including institutional buildings and rehabilitation centers.
The site has low susceptibility to floods and little to no threats for soil erosion and landslides. The site
is enveloped by several civic service establishments which is also quite ideal for a proposed ILRC.
The site has a land area of 95,655.00 SQM or 9.5 hectares, which is more than enough for a center for
children with special needs. The site is seated along a main road, so the users will not have any
problems with transportation. In addition to that, the BIR-Agham Bus Terminal is right along the side
of the site.
The following images are taken from Google.

Figure 4.7. Road/Street view of the site as taken from Google Instant Streetview,
along Senator Miriam Defensor-Santiago Avenue, Quezon Avenue Corner.
Figure 4.8. Street View of the site along Quezon Avenue
Figure 4.9. The PCMC right across the site.

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CHAPTER 04

DATA ANALYSIS AND SITE SELECTION

4.1 Presentation and Analysis of Data

A. ROLES AND RESPONSIBILITIES

The acting officer-in-charge (OIC) of the center proceeds to enumerate instances

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C. RESOURCES AND SUPPORT

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a) Conversely, what opportunities or innovations do you see that hold promise

“Actually, recently… We have launched a livelihood program for the parents of

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Q.2. Do you think it’s justifiable to establish another ILRC specializing in

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“Other programs of PDAO include our Referral Systems regarding educational

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B. COLLABORATION WITH STAKEHOLDERS

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“Yes, it must be accessible—kasi the irony is the government facility na hindi ka

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I. Survey for Parents and Caregivers of Children with Intellectual Disabilities

Characteristics Observed in Child

Chart 4.1. Characteristics Observed in the Respondents’ Children

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Child's Specific Disability (ID)

4% Cerebral Palsy (Moderate)

4% Cerebral Palsy (Severe)

14% Down's Syndrome

18% 8% Fetal Alcohol Syndrome

Figure 5.2. Child’s Specific Disability.

Q.3. Child’s age.

Child's Age Range

11-15 years old

16-18 years old

Figure 5.3. Child’s Age Range

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Relationship to the Child

21% Mother Father

Sibling Legal Guardian

Figure 5.4. Relationship of the Caregiver to the Child.

Figure 5.5. Districts the Caregivers and Children Reside In.

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B. CAREGIVING AND CENTER INVOLVEMENT

Figure 5.6. Summary of Hands On Care of Caregivers.

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Challenges on a Daily Basis

Navigating Daily Routines

Managing Behavioral Outbursts