CHAPTER 02

REVIEW OF RELATED LITERATURE

I. Related Studies
a. Categorization of Learning and Intellectual Disabilities
LEARNING DISABILITIES
i. Short History and Definition
The term "learning disability" (LD) has long been a subject of contention and
confusion in identifying individuals facing challenges in adaptation to life and society.
Historical observations dating back to the late 19th century identified children with
LD attributes in reading as intellectually bright yet struggling with severe reading
problems.1 2 Contemporary consensus among researchers emphasizes the brain-based
and heritable nature of LDs, although measuring brain dysfunction and heritability
remains challenging.3

A core attribute in conceptualizing LD is "unexpected underachievement," as

individuals with LD fail to acquire essential skills despite the absence of conditions
typically associated with low achievement. 4 Exclusionary conditions, such as
intellectual, sensory, or motor disabilities, emotional and behavioral difficulties,
economic disadvantage, and lack of instructional language proficiency, underscore the
uniqueness of LD.

ii. Classification and Most Common Types

There are many models and criteria to measure whether a child has an LD—be it
based on performance or the manifestation of a neurological anomaly. However,
further discussion of this matter is not in the scope of the study. Instead, the researcher
focuses on the most common approach to identify this disability in peoples which is to
choose a metric for gauging achievement, set a benchmark for categorizing low
achievement (for instance, a reading score falling below the 20th percentile), and

1
Hinshelwood, J. (1895). Word-blindness and visual memory. Lancet, ii, 1564–1570.
2
Morgan, W. P. (1896). A case of congenital word blindness. British Medical Journal, ii, 1378
3
Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2007). Learning disabilities: From identification to
intervention. New York: Guilford Press.
4
Kirk, S. A. (1963). Behavioral diagnosis and remediation of learning disabilities. Conference Exploring Problems of
the Perceptually Handicapped Child, 1, 1–23.
 subsequently contrast children exhibiting low performance on the achievement metric
with a separate cohort surpassing the defined threshold.5
In line with this, the USA 1968 federal definition delineates seven domains, namely:
(1) auditory comprehension; (2) verbal communication; (3) fundamental reading skills
encompassing decoding and word recognition; (4) comprehension in reading; (5)
numerical calculation; (6) logical reasoning in mathematics; and (7) written
communication.6 For the sake of this study, the researcher combines domains that
have similar characteristics.
 Auditory Comprehension
o Auditory Processing Disorder
o Deaf Spectrum
 Reading Skills: Decoding and Word Recognition
o Blindness spectrum
o Dyslexia
 Reading Comprehension
o Dyslexia
 Logic in Mathematics and Numerical Calculation
o Dyscalculia
 Written Communication
o Dysgraphia
o Specific Language Impairment

The researcher selects the categorization standard of Learning Impairments Association

of America since it is more well-established and used as a model by several countries.
The standard includes Autism Spectrum Disorder (ASD) and Attention Deficit
Hyperactivity Disorder (ADHD) under the umbrella of LDs but are classified distinct that
can affect the learning and development of an individual.7

5
Fletcher, J. (2015). “Classification and Identification of Learning Disabilities.” 4-5
6
Muktamath, V., Hegde P.R., Chand, C. (2021). “Types of Specific Learning Disability.” 23-28
7
Learning Disabilities Association of America. (2016) “Learning Disabilities”. Retrieved from
https://ldaamerica.org/disability_type/learning-disabilities/

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 INTELLECTUAL DISABILITIES
i. Definition
Intellectual disability (ID) constitutes a condition with profound social ramifications,
impacting not only the individuals experiencing it but also exerting substantial effects
on their families and the broader societal fabric. It is distinguished by apparent
constraints in both intellectual functioning and adaptive behavior, with the latter
encompassing conceptual, social, and practical adaptive skills. 8 The preeminent
definition of intellectual disability, widely endorsed by the American Association on
Intellectual and Developmental Disabilities (AAIDD), asserts that it is marked by
considerable constraints in both intellectual functioning and adaptive behavior,
encompassing conceptual, social, and practical adaptive skills. This disability is
specified to manifest prior to the age of 22.9

ii. Characteristics
Attributes of individuals with intellectual disabilities that can impact their academic
learning and their capacity to adapt to home, school, and community settings are
outlined under the subsequent sub-headings:10
 General Cognition
Individuals with intellectual disabilities exhibit variations in physical and
emotional characteristics, including personality, disposition, and beliefs. The
perceived sluggishness in their learning process may be linked to delayed
intellectual development.
 Learning and Memory
Individuals with intellectual disabilities exhibit learning and memory capabilities
notably below the average when compared to their peers without disabilities. Their
development of learning sets progresses at a slower pace, and they demonstrate
deficiencies in effectively relating information to new situations, as observed in
studies by Beirne-Smith, Patton, and Kim (2006).11

8
Katz, G., Ponce, E. (2013) “Intellectual disability: definition, etiological factors, classification, diagnosis, treatment
and prognosis.” 1-2
9
AAIDD. “Defining Criteria for Intellectual Disability.” Retrieved from https://www.aaidd.org/intellectual-
disability/definition
10
Shree, A. (January 2016) “Intellectual Disability: Definition, classification, causes and characteristics.” 15-17
11
Bernie-Smith, M., Patton, J. R., & Kim, S. (2006). Mental retardation (7th ed.). Upper Saddle River, NJ: Pearson
Education.

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  Attention
The acquisition of information in children necessitates sustained attention to the
learning task and the ability to manage distractions. Children with intellectual
disabilities may encounter challenges in discerning and focusing on pertinent cues
in both learning and social contexts.12
 Adaptive Skills
The adaptive skills of individuals with intellectual disabilities often differ from
those of their peers without disabilities. Children with intellectual disabilities may
face challenges in both learning and applying skills due to factors such as
increased distractibility, inattentiveness, difficulty interpreting social cues, and
impulsive behavior.13
 Self-Regulation
The capacity to engage in task rehearsal is associated with a comprehensive
concept referred to as self-regulation, denoting the ability to independently
mediate or regulate one's own behavior14
 Speech and Language
Individuals with intellectual disabilities may experience delayed speech,
challenges in comprehending and formulating language. Language difficulties are
typically linked to delays in language development rather than an unconventional
use of language.15
 Motivation
Individuals with intellectual disabilities are often perceived as having reduced
motivation, possibly stemming from past failures and resulting anxiety, which can
manifest as outward-directed behavior. This pattern may lead to a state of learned
helplessness.16

12
Saunders, M. D. (2001). Who’s getting the message? Teaching Exceptional Children, 33, 70-74.
13
Hardman, M. L., Drew, C. J. & Egan, M. W. (2008). Human Exceptionality: School, Community and Family. Boston:
Houghton Mifflin Company
14
Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood
development. Washington, DC: Committee on Integrating the Science of Early Childhood Development, Board on
Children, Youth, and Families, National Academies Press.
15
Moore-Brown, B. J., & Montgomery, J. K. (2006). Making a difference for America’s children: Speech-language
pathologists in public schools. Eau Claire, WI: Thinking Publications.
16
Shree, A. (January 2016) “Intellectual Disability: Definition, classification, causes and characteristics.” 16

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  Academic Achievement
The persistent academic difficulties experienced by children with mild to
moderate intellectual disabilities are attributed to cognitive. 17 These children tend
to excel in decoding words but struggle with comprehension, often reading below
their mental-age level.18
 Physical Characteristics
Children with intellectual disabilities stemming from diverse biological causes
may present concurrent challenges, including physical, motor, orthopedic, visual,
and auditory impairments, as well as health issues. 19 The severity of intellectual
disabilities is associated with the magnitude of physical differences in the
individual.20

iii. Classification and Most Common Types

The 1973 and 1983 AAIDD definitions of intellectual disability categorized the
severity into four levels (mild, moderate, severe, and profound intellectual disability),
a classification system that remains widely accepted and utilized.
 Mild
This is characterized by an IQ level of 55-69. Approximate mental age in
adulthood of 3 months to 10 years.
 Moderate
This is characterized by an IQ level of 36-51. Approximate mental age in
adulthood of 2 months to 8 years.
 Severe
This is characterized by an IQ level of 20-35. Approximate mental age in
adulthood of 2 months to 5 years.

17
Hughes, C., Copeland, S. R., Agran, M., Wehmeyer, M. L., Rodi, M. S., & Presley, J. A. (2002). Using self-monitoring
to improve performance in general education high school classes. Education and Training in Mental Retardation and
Developmental Disabilities, 37, 262-272.
18
Drew, C., & Hardman, M. (2007). Mental retardation: A life cycle approach (9th ed.). Upper Saddle River, NJ:
Pearson Education.
19
Hallahan, D. P., & Kauffman, J. M. (2006). Exceptional learners: Introduction to special education (10th ed.).
Boston: Allyn & Bacon.
20
Horvat, M. (2000). Physical activity of children with and without mental retardation in inclusive recess settings.
Education and Training in Mental Retardation, 35(2), 160-167.

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  Profound
This is characterized by an IQ level of below 20. Approximate mental age in
adulthood of 2 months to less than 3 years.
The types of specific intellectual disabilities may vary in severity and will be thus
classified accordingly. The following are the most known IDs whose characteristics the
researcher will focus on:
 Down Syndrome
 Cerebral Palsy
 Fragile X Syndrome
 Fetal Alcohol Syndrome
 Prader-Willi Syndrome

IDs AND LADs IN THE PHILIPPINE CONTEXT

Limited knowledge exists regarding the implementation of educational inclusion in the
Philippines. The absence of a unified holistic approach that accommodates all students
implies the need for a well-established conceptual framework for inclusive education and
care. This deficiency in a solid foundation for these practices poses challenges in defining
the appropriate level of engagement required from members of the school community in
the education and care/support of CSNs.

Furthermore, due to a lack of comprehensive understanding of the intricacies of the

subject, minimal focus has been directed toward addressing the implicit and explicit
needs essential for the well-being of both children and their families—particularly those
unable to access private sector services, often resorting to international models.
Neglecting the prioritization of awareness enhancement has also left parents and
caregivers ill-prepared to navigate the nuances of caring for children with special needs
(CSNs). Despite their limited knowledge, they recognize the necessity for affordable and
accessible services for children irrespective of their circumstances. 21

21
Muega, M. (2016) “Inclusive Education in the Philippines: Through the Eyes of Teachers, Administrators, and
Parents of Children with Special Needs”.23-24

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 Currently, the sole comprehensive document addressing the implementation of Inclusive
Education (IE) in the Philippines is Department of Education Order No. 72, issued in
2009. However, this directive lacks a consistent, transparent, and well-defined procedure
for integrating children with special needs (CSN) into the general education
environment.22

b. Holistic Development Approach

Holistic Development Paradigm, by definition, is a worldview where a person views an
individual without losing sight of the facets of their wellbeing. This approach considers
the physical, cognitive, emotional, social, and spiritual dimensions of the individual,
examining their interconnections and the fostering of these facets.
The holistic development paradigm within the context of inclusive education underscores
the comprehensive advancement and well-being of all learners, irrespective of their
varying abilities, disabilities, or dissimilarities. 23 Inclusive education endeavors to provide
an equitable educational milieu wherein students, including those with special needs, can
learn and flourish collectively. The holistic development approach transcends a singular
emphasis on academic attainment, directing attention toward the multifaceted dimensions
of a student's life, encompassing physical, emotional, social, and cognitive facets. 24
Fundamental facets characterizing the holistic development approach in inclusive
education include the following:25
1. Individualized Learning: Acknowledgment and accommodation of diverse
learning styles, capacities, and requirements of each learner. This necessitates the
customization of pedagogical methodologies, educational materials, and evaluative
measures to suit the distinct needs of individual students.

22
Muega, M. (2016) “Inclusive Education in the Philippines: Through the Eyes of Teachers, Administrators, and
Parents of Children with Special Needs”.
23
Teschers, C. (2020). “Proposing a Holistic Inclusive Education Model for Policy, Curriculum and Classroom
Development”. New Zealand Journal of Teachers’ Work, Volume 17, Issue 1 & 2, 73-87, 2020. 75
24
Krippner, S. (2010). “The holistic paradigm, World Futures: The Journal of New Paradigm Research”, 30:3, 133-140
25
Channawar, S. (February 2023) “Conceptual Framework for Holistic Development :NEP 2020.” UGC Care Group I
Journal ISSN: 0974-0066 Vol-82 No. 24. 24-25

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 2. Social Inclusion: Cultivation of an inclusive and receptive educational environment
that facilitates interaction, collaboration, and the establishment of meaningful
relationships among students with varying abilities. The development of social
skills assumes paramount importance in this paradigm, fostering empathy,
cooperative tendencies, and a sense of belonging.
3. Emotional Well-being: Attention to the emotional and psychological dimensions of
students' development. Holistic education recognizes the imperative of nurturing
emotional resilience, self-esteem, and mental well-being. The provision of
appropriate support services, including counseling, is integral to addressing this
facet.
4. Physical Development: Advocacy for the physical welfare of all students,
including those with disabilities. This involves ensuring accessible infrastructure,
adaptive equipment, and an inclusive physical education curriculum to facilitate the
participation of students in a spectrum of physical activities.
5. Cognitive Development: Concentration on intellectual maturation and academic
accomplishment. The holistic development approach in inclusive education posits
that students exhibit diverse cognitive capacities and learning modalities.
Accordingly, differentiated instruction and personalized learning strategies are
deployed to accommodate this diversity.
6. Family and Community Engagement: Collaboration with families and the
broader community to establish a supportive network for students. Inclusive
education underscores the significance of involving parents, guardians, and
community stakeholders in the educational process to augment the overall
development of learners.
These are also considered in the field of architecture. Considering these factors
eventually leads to a sustainable outcome for the proposal’s target users. A study from
Canada argues that “truly sustainable developments must aim for greater diversity,
heightened accessibility and more affordability.” 26 The study aims to observe the
characteristics of its end-users and use that to create a space conducive for their learning
and holistic development.

26
Pour, S., Sinclair, Brian. “A holistic approach to urban and architectural design with housing sustainability
paramount.” 2

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 c. The Concept and Parameters of Inclusive Education and Services
The term "inclusive learning and developmental services" refers to a concept and method
that encourages everyone, including those with different needs and abilities, to actively
participate in their education and to have equal access to it. 27 Additionally, it is a method
of teaching where pupils with a wide range of special needs and disabilities attend classes
alongside students who are normally developing and without disabilities. Instead of
attending different classrooms or schools, students who require extra supports and services
spend most of their time with their peers who do not have disabilities in an inclusive
setting.28 According to the Philippines’ RA 11650, Inclusive Education refers to “the
process of addressing and responding to the diversity of needs of all learners by moving
towards the end-goal of full participation, presence and achievement in learning cultures
and communities, which involves accommodation, modification, adaptation, and
individualization in content, approaches, structures, and strategies.”

In the Philippines, albeit the lack of a comprehensive approach formulated by the

government or Philippine-based organizations for disabilities, developmental services and
inclusive learning have gained momentum in the past few years. The national and local
governments have worked to advance inclusive education and services for the disabled
and special needs population—as made obvious in readily available laws and decrees.
These settings, along with the curriculum, delivery methods, and learning processes, all
promote a sense of belonging by being culturally and spiritually aware and learner
centered.29 Along with these come certain considerations if stakeholders and policymakers
intend to create a more efficient and conducive environment/programs for CSNs.

27
Satine Winter. Inclusive and Exclusive Education for Diverse Learning Needs (2020). 14.
28
Suzanna R. Kirschner. Sage Encyclopedia of Classroom Management, Inclusive Learning. 1.
29
Myra Trinidad T. Tantengco, et al. Conceptualizing Inclusive Education in the Philippines: A Consensus-Building
Approach. Proceedings of the International Conference on Special Education (1)(2015). 412.

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 i. Families and Caretakers
Of course, CSNs are not the only ones that experience challenges during the span of
their lives. Their primary caretakers and families are also heavily affected. Many
factors play a role in a caretaker’s increased levels of stress and depression, such as: (1)
excessive caregiving demands, (2) lack of child responsiveness, and (3) unusual
behaviors.30 According to a study in Germany, most of parents and caretakers need aid
in areas of psychosocial counselling, livelihood opportunities (for the less fortunate),
respite services, and family support.31

Addressing these (usually) unmet needs in developing communities may alleviate the
impact of caring for a child with a disability. Studies have shown that families that care
for children with disabilities that benefit from support centers and services have
improved health and psychosocial outcomes. 32 Another study here in the Philippines
suggests that it would be prudent to include and put more focus on the needs of these
caretakers when creating programs and projects for the vulnerable group of children
with disabilities.33

ii. Cost Expenditure and Poverty

As stated by UNICEF, caring for CSNs cost significantly higher than that of caring for
typical children.34 In the Philippines, studies show that there are several Filipino parents
of special needs children, particularly those from lower socioeconomic backgrounds,
who do not see the value or necessity of sending their kids to school for obvious reasons
like poverty or apprehension about unfavorable preconceptions. 35 The high percentage
of CSNs (97.4%) who do not seek out or receive appropriate educational services could
be explained by this. 36 This is a consideration that cannot be overlooked due to it being
a key factor in creating efficient programs and conducive development environments for
CSNs.

30
Taylor N. Downey. “Children With Special Needs and the Effect on Family (2016)”. 47.
31
Ute Thyen, et al. “Unmet Health Care Needs and Impact on Families with Children with Disabilities in Germany”
(2003). 4.
32
Ute Thyen, et al. “Unmet Health Care Needs and Impact on Families with Children with Disabilities in Germany”
(2003). 1.
33
Ivan Neil Gomez and Marie Grace Gomez. “Quality of Life of Parents of Filipino Children with Special Needs”
(December 2012). 56.
34
UNICEF. The Cost of Raising Children with Disabilities in the Philippines. Viii.
35
Maria Melissa Rossana C. Sta Ana. Education of Children with Multiple Disabilities in the Philippines. 121.
36
UNICEF. The Cost of Raising Children with Disabilities in the Philippines. 35.

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 iii. Preparedness for Inclusive Education and Developmental Services
1. Specialized Personnel and Support Services for Stakeholders
There are not many studies regarding the preparedness of healthcare service
providers in the field of special care since their specialization is an established
major in universities and colleges. Therapists and healthcare workers are trained
to be efficient and functional in aiding in the integration of CSNs to society.
In several parts of the world, though, teachers face challenges in embracing the
concept of inclusive learning and fostering. According to Hay, Smit, and
Paulsen's findings, policymakers and provincial education departments will need
to exert a great deal of effort to change the paradigm and move toward inclusive
education.37 Effective instruction of students in inclusive classrooms appears to
be beyond the capabilities of the typical teacher. Most educators are commended
for being receptive to learning more about inclusive education, though.
A journal article meta-synthesized fifteen (15) selected studies has findings that
prove that, in the Philippines, regular teachers are unprepared when it comes to
including students with special needs because they lack the necessary tools,
information, and training to educate children with disabilities. Therefore, it is
important to give regular teachers practical training and programs that can offer
them professional and psychological support to successfully integrate educational
activities for kids with special needs into the general classroom setting. 38
Theses studies indicate the willingness of educators to learn but expose their
hesitance to embrace the practice. Educators, and other stakeholders, like
caretakers and families, also need a support system and ample training to build
self-esteem and be encouraged to take on a much different approach for inclusive
learning and development.

37
JF Hay, et al. Teacher Preparedness for Inclusive Education. South Afrivan Journal of Education (2001). 217.
38
Angel Alcosero, et al. Preparedness of Regular Teachers in the Implementation of Inclusive Education in the
Philippines: A Meta-Synthesis.International Journal of Research in Engineering and Science (IJRES). 264.

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 2. Post-COVID 19 Parameters
Because the pandemic has had such a profound effect on built environment
design and use, it has become increasingly important in architectural research to
take COVID-19 parameters into account.
Individuals with intellectual disabilities are particularly susceptible to the
physical, mental, and social ramifications of the pandemic. 39 Cognitive
impairments may restrict their comprehension of information, necessitating
reliance on caregivers to exercise vigilance on their behalf during quarantine in
contrast to the concept of social distancing which may put them at risk of
infection. The repercussions on families and caregivers are notably intensified
when the customary supports of residential schools, day services, or respite care
are unavailable due to the pandemic. This entails that the research needs to
observe COVID-19 protocols when creating a proposed space conducive for
these people.
The same concerns are the case for learners with learning disabilities. Policy
changes should prioritize addressing accessibility issues to enhance support for
students with learning disabilities.40 In light of the new educational landscape
shaped by the COVID-19 pandemic, stakeholders such as educators, researchers,
service providers, and policymakers are encouraged to assess the viability of pre-
COVID accommodations to ensure continued support for students with
disabilities in online learning environments.41
A recent local study concludes that learners with disabilities in the Philippines
also experienced significant struggles like social exclusion and limitations in
assistive technology despite remaining resilient through the efforts of their
support systems and families.42 The study also indicates that it is society’s, the
education system’s, and the government’s responsibility to acknowledge and
accommodate the needs of a community’s constituents.

II. Related Literature

39
Courtenay, K. “Irish Journal of Psychological Medicine”.2
40
Li, Y., et al. (2023) “The Impact of COVID-19 and Remote Learning on Education: Perspectives From University
Students With Disabilities.” Journal of Disability Policy Studies. 7
41
Madaus, J. W., Gelbar, N., Faggella-Luby, M., & Dukes, L. L., III. (2021). Experiences of students with disabilities
during the COVID-19 interruption of in-person instruction. Journal of Postsecondary Education and Disability, 34(1),
5–18.
42
Dianito, A., et al. (2021) “A Glimpse into the Lived Experiences and Challenges Faced of PWD Students towards
Online Learning in the Philippines Amidst COVID-19 Pandemic”.1225

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 The purpose of this related literature section of this study is to provide a comprehensive
and well-informed background that underpins the vision and services offered by existing
centers globally and locally. This literature review serves as the foundation for the
research by examining the theoretical, practical, and empirical aspects of inclusive
education and developmental services. It explores the philosophical foundations, best
practices, and challenges of inclusive learning environments, while also delving into
relevant legislation, policies, and empirical research in the field. By doing so, the related
literature section highlights the significance of a proper ILRC’s potential contributions to
inclusive education and the development of the community.

a. VISION FOR INCLUSIVE LEARNING CENTERS

A philosophical foundation for an effective ILRC is for its target users to become
independent and inspired enough to acquire and achieve like any typical individual—
regardless of the barriers but also considering those when programming its curricula.
Kumon-Worldwide’s vision is an example of this vision.43
"We wish that all people in all countries and regions in the world will have the
opportunity to learn with the Kumon Method, and that each individual in the
world will be enthusiastically self-learning and making efforts toward realizing
his or her dreams and goals."
It emphasizes the value of self-directed learning by motivating individuals to take
ownership of their education and develop into passionate, self-sufficient learners. In the
end, Kumon sees a society in which people are free to follow their own dreams and
ambitions, promoting a sense of accomplishment on a personal level and making a
positive impact on society worldwide. This can also be a way to empower CSNs by
giving them access to the right methods and resources necessary for them to be integrated
into society.
On a local level, QC Kabahagi Center’s vision is aligned to to empowerment, inclusivity,
and sustainability.44
“Kabahagi envisions a city that is inclusive, sustainable, empowering,
and participatory where Persons with Disabilities have equal access to
opportunities, rights, and privileges.”

43
Potential Magazine: “Just Right Level”. How Kumon Finds the Right Level for Every Student (2019). 7.
44
QC Kabahagi Center. Vision. Retrieved from quezoncity.gov.ph

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 This vision demonstrates a commitment to a participation society in which PWDs are not
only integrated but also given the tools they need to succeed and contribute to the
community on an equal footing with others, producing a more varied and peaceful city.

b. SERVICES OFFERED IN ILRCs

On the note of providing the necessary methods and tools to CSNs, it is important to
consider other support services for areas that indirectly affect said user. This is where the
caregivers and stakeholders come in.
The Harbour School in China is an international school that caters to intellectual and
learning disabilities for individuals within the schooling age range. 45 Their services
include Individualized Education Plans (IEPs) that are tailor fit plans for children with
disabilities, depending on their severity or category. They also offer resources, workshops,
trainings, and respite services for CSNs and their families—a close collaboration between
the professionals and the parents.46 Of course, a large scope also requires partnerships with
both local and international organizations, government agencies, and community groups.
In the Philippines, QC Kabahagi Center also caters to the needs of caretakers and families
of CSNs. In September 2023, QC Kabahagi Center for Children with Disabilities in Brgy
celebrated Cerebral Palsy Awareness and Protection Week. This program attempted to
support children with physical disabilities and educate the public and caretakers of
cerebral palsy.47
In line with this, the Family Support Group Program of the Autism Society Philippines
(ASP) provides a forum for families of individuals with autism to gather, exchange stories,
and obtain reciprocal assistance.48 Programs like these help families build a sense of
community and understanding among its members while providing them with important
insights, resources, and guidance for addressing the special needs and challenges
associated with autism.

45
Accrediting Commission for Schools. “THS: The School Profile” (March 2023). 5.
46
ISL Magazine: “Teaching and Learning” (April 2022). 24-26.
47
Quezon City Feature. “QC Kabahagi Center on Disability Awareness (Sept 2023). 16-17.
48
The Autism Society Philippines.”4 Parents Magazine” (n.d.).

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III. Conceptual Framework
INPUT PROCESS OUTPUT

CHAP. 1:
Profiles and Count of To identify and cite
Children with Special statistics regarding the
Needs. profile and number of
CSNs in the
PSA, DepEd, Quezdon Philippines, NCR, and
City LGUs, PDAO, narrow it down to
DENR Quezon City

SDGs and UN
Statements
To cite the global
UNICEF, UN, vision of UN, which
Domestic Violence the Philippines is a part
Hotline of.

List of ILRCs and

SPED Schools in
Quezon Ciy To identify the public
and private owned
centers for CSNs in "A Proposed
National Council on
DIsability Affairs, Quezon CIty Inclusive
PDAO Learning Center
Specializing in
Legal Bases To justify the need and Intellectual and
QC LGU, LawPhil
proposal for a Learning
government owned Disabilities for
ILRC in Quezon City
Inclusive Learning and Children with
Developmental Special Needs in
Services Quezon City"
Families and To provide a
Caretakers comprehensive and
Cost Expenditure and well-informed
Poverty background that
Preparedness for underpins the vision
Inclusive Education and services offered by
and Development existing centers
Services globally and locally.
Port COVID To serve as the
ParameterIntellectual foundation for the
and Learning research by examining
Disabilities the theoretical,
Local and Foreign practical, and empirical
ILRCs aspects of inclusive
education and
Journal articles, developmental
published theses, and services.
online Magazines

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