By: Cesaria Joy P. Bay-Eng
In the realm of inclusive education, the concept of love—referred to as layad in Kankanaey—plays a crucial role in supporting learners with special educational needs (LSENs). These learners face unique challenges that hinder their ability to thrive academically and socially. As educators, it is our responsibility to create an environment where these learners are embraced with compassion and understanding. This approach not only enhances their learning experience but also fosters a sense of belonging and acceptance.
LSENs needs are children who have learning problems or disabilities that make it difficult for them to learn compared to their peers. These difficulties can manifest in various forms, including challenges with schoolwork, communication, or behavior. In today’s inclusive education framework, public elementary schools are mandated to accept and cater to these learners, ensuring they receive the support necessary for their development (Department of Education, 2020).
The Role of Educators
The responsibility of accommodating LSENs presents significant challenges for teachers, especially when they encounter multiple such learners in their classrooms each year. Many educators lack formal training in special education, which can complicate their ability to address the diverse needs of these students effectively. However, through a passion for teaching and a commitment to fostering an inclusive environment, solutions can be found (Smith & Jones, 2021).
Layad : A Foundation for Support
Layad, or love, is expressed through various actions such as hugging, smiling, and verbal affirmations like “I love you” and “thank you.” This simple yet profound concept is vital in nurturing relationships within the educational context. Love is not merely an emotion but a transformative force that can significantly impact the lives of learners with special educational needs (LSENs). As stated in 1 John 4:7 (NRSV), “Beloved, let us love one another, because love is from God; everyone who loves is born of God and knows God.” This verse reminds us that love is a divine gift that empowers us to support one another.
To effectively support LSENs, educators must embody love through patience, kindness, respect, and understanding. This commitment often requires personal sacrifices from teachers who prioritize their students’ well-being over their own comfort (Johnson & Lee, 2023). For instance, dedicated time spent on small group discussions and collaborative sessions allows teachers to share strategies and experiences that enhance their ability to support these learners.
At the start of each school year, conducting one-on-one interviews with parents helps educators understand the unique circumstances surrounding each child. While some parents may struggle to provide medical documentation due to financial constraints, their commitment to loving and supporting their children remains unwavering (Garcia et al., 2022). Providing tools for tracking progress at home and scheduling regular teacher-parent conferences fosters collaboration and trust.
Collaboration and Communication
Effective communication between teachers and parents is essential for developing a strong partnership that benefits LSENs. This collaboration ensures that both parties are aligned in their efforts to support the child’s learning journey (Adams & Brown, 2024). By working together and maintaining open lines of communication, educators can better understand the needs of each learner and make informed decisions regarding additional support or interventions.
Insights from Recent Research
Dr. Ferdinand T. Carantes’ study titled “Exploring the Lived Experiences of Inclusive Educators in the Context of Learners with Special Needs,” defended in April 2024, provides valuable insights into the experiences of inclusive education teachers at Virac Integrated School during the 2023- 2024 school year. The findings reveal that teaching LSENs brings joy and fulfillment through observing students’ progress in understanding and independence. Educators derive deep satisfaction from positively impacting students’ lives by boosting their confidence and fostering active participation. However, they also face challenges such as systemic barriers and limited resources. Strategies employed include building relationships, advocating for better policies, and utilizing varied teaching methods along with assistive technologies. The emotional complexities involved highlight the need for self-care practices among educators to manage feelings of frustration and compassion fatigue while promoting personal growth through enhanced emotional intelligence (Carantes, 2024).
In conclusion, while supporting learners with special educational needs can be challenging, fostering an environment rooted in layad —love—can lead to profound transformations. By embracing love as a guiding principle in education, we not only enhance the learning experiences of LSENs but also contribute positively to their overall development. The journey may be difficult at times; However, the impact of love on these learners’ lives will resonate far beyond the classroom.
References
Adams, R., & Brown, T. (2024). Building Bridges: Effective Communication Strategies for Educators. Journal of Inclusive Education.
Carantes, F. T. (2024). Exploring the Lived Experiences of Inclusive Educators in the Context of Learners with Special Needs. Baguio Central University. [Unpublished doctoral dissertation].
Department of Education. (2020). Guidelines for Inclusive Education: Supporting Learners with Special Educational Needs. Government Printing Office.
Garcia, M., Thompson, L., & Wong, J. (2022). Parental Involvement in Special Education: Challenges and Solutions. International Journal of Special Education.
Johnson, H., & Lee, S. (2023). The Heart of Teaching: Embracing Compassion in Education. Educational Leadership Review.
Smith, A., & Jones, B. (2021). Navigating Challenges in Inclusive Classrooms: A Teacher’s Guide. Teaching Today Journal.
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About the Author:
Cesaria Joy P. Bay-Eng is a dedicated educator with over 11 years of teaching experience at Quezon Hill Elementary School, where she currently teaches Grade 2. She is a devoted wife to Roel and a proud mother of two beautiful children, Rojim Neil and Ryleen Jie. A passionate advocate for education, Cesaria is currently pursuing a Doctor of Philosophy in Administration and Supervision at Baguio Central University. Her favorite Bible passage, Isaiah 60:22, resonates deeply with her belief in divine timing: “When the time is right, I, the Lord, will make it happen.” This guiding principle reflects her commitment to both her family and her professional growth.
About the Editor:
Genevieve Balance Kupang is an applied cosmic anthropologist and a certified cultural mapper, currently serving as BCU’s Dean of the Graduate School and International Relations Officer. She is a member of Grupo Kalinangan, focusing on cultural heritage conservation through innovative IT tools and services, building capacities, and leveraging support systems. As a board member of the World University Network of Innovation (WUNI)-Leaders, she fosters global collaboration. She explores the intersections of culture, arts, peace, justice, integrity of creation, interfaith dialogue, curriculum and instruction. One of her greatest joys is empowering learners to realize their potential and encouraging them to share their unique voices with the world.
