A Call for Access: Championing Professional Assessments for Learners with Special Educational Needs

Rheamy Baliber-Duallo

doi:10.62596/eir.ae7y3j29

Authors

Rheamy Baliber-Duallo Biliran Province State University, Naval, Biliran 6560, Philippines Author

DOI:

https://doi.org/10.62596/eir.ae7y3j29

Keywords:

Learners with Special Educational Needs, Professional Assessments, Inclusive Education

Abstract

Learners with special educational needs (LSENs) face significant barriers in accessing professional assessments crucial for tailored educational planning. Despite legal mandates like the Inclusive Education Act (RA 11650), many LSENs in the Philippines remain underserved due to financial, geographic, and resource constraints. Informal teacher-led evaluations cannot substitute for standardized professional assessments that accurately identify learning needs and guide effective interventions. Advocating for expanded access to professional assessments and fully operational Inclusive Learning Resource Centers (ILRCs) is essential to uphold equity and quality in inclusive education.

References

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