THE REASON

Throughout my years at HRSDC, I have consistently observed the experiences of classmates diagnosed with special needs, particularly those on the autism spectrum. Unfortunately, it has become evident that their educational needs are often neglected rather than prioritized by the school. This issue stems from a lack of resources and an environment that is not adequately suited to support these students.

 

Many parents and guardians choose to enroll their children with Autism Spectrum Disorder (ASD) or other developmental disabilities in our school due to financial constraints or limited access to specialized education resources. This reliance emphasizes the responsibility of the school to provide the necessary support and accommodations that these students require to succeed in their educational journey. We must prioritize their needs to foster an inclusive and supportive learning environment for all, as they are STUDENTS (The term "student" can be traced back to the late 14th century, where it appeared as "studient," meaning "studious person" or "one who pursues knowledge.")

This experience has profoundly influenced my perspective and has driven me to develop a program aimed at enhancing support and understanding within my community. I am committed to making a positive impact and fostering inclusivity for all individuals.

 

LACK OF RESOURCES

I would like to address the status of our school regarding inclusivity. While it is commendable that our institution welcomes all students, regardless of religion, race, or ability, it is crucial to recognize that it is not truly aligned with the principles of inclusiveness. Although educators strive to treat all students equally in their pursuit of education, those with special needs do not receive the necessary support.

 

Our school lacks special education teachers and does not provide training for other educators to effectively assist students requiring specialized educational approaches.

This deficiency in resources undermines the educational experience of adolescents who deserve appropriate support.

 

Furthermore, many parents and guardians of children with Autism Spectrum Disorder (ASD) have chosen to enroll their children at this school due to the limited availability of special education resources elsewhere. This reality emphasizes the necessity for our institution to acknowledge these challenges and to improve its educational offerings for these students. Despite the pressing need for enhanced support and resources, current efforts remain insufficient. We must address this issue to truly promote an inclusive educational environment for all students.

 

A NON-ACCOMMODATING ENVIRONMENT

After spending significant time at this school, I've noticed that the environment may not be very accommodating for students with Autism Spectrum Disorder (ASD) or other developmental disabilities. Many neurotypical students often seem unaware of how their actions—even if unintentional—can affect their peers facing these challenges. This lack of understanding can create a less inclusive atmosphere for everyone. It is not possible to eliminate this problem, as we are unsure of many who are actually willing to participate in adjusting to making a proper and well-environment for these fellow students.

 

INTRODUCTION

And eventually so, I've been pondering a particularly intriguing question: "Shouldn't students with special needs be placed in inclusive classrooms or, more specifically, in special needs schools? At the very least, shouldn't they have access to a Special Education Teacher provided by the school at no additional cost? If these provisions aren't in place, what exactly are parents and guardians paying for when it comes to their children's education?"

 

My name is Yuan Motilla, I'm 15 years old, a former student of HRSDC, and I am a dedicated student, the founder, and currently the only member of the Services for Adolescents with Autism Program (S.A.A.P.) at my school. My mission is to raise awareness and enhance the educational experience for students with autism, fostering their presence and inclusion not only in our school but also across various institutions in our region. I am committed to making a positive impact on the lives of these young individuals.

THE PROGRAM

 >THE PURPOSE

The S.A.A.P. is more than just a program; it's a movement towards inclusive education and awareness, which is severely lacking in many educational institutions today. In the Philippines, the prevalence of autism is estimated to be around 1 in 122 children, which translates to approximately 350,000 affected Filipino children. Additionally, the number of Filipinos with autism has increased significantly, from 500,000 in 2008 to one million in 2018. This indicates a growing recognition and understanding of autism in the country.

By establishing the S.A.A.P. as an official campaign at my school, we can ensure that students with autism receive the necessary resources and support. This includes having Special Education resources readily available, creating awareness workshops, and organising training sessions for both teachers and students. The purpose is to cultivate an inclusive environment where every student feels accepted, supported, and empowered to reach their full potential.

The formalisation of S.A.A.P. will not only enhance the educational experience of students with autism but also foster a more knowledgeable and empathetic school community. This initiative will pave the way for similar programs in other branches, promoting widespread acceptance and understanding of autism.

 

>THE GOAL

The objective of this project is to raise awareness not only within my school and its affiliated branches but also throughout my entire community. It is disheartening that the education of certain children is often overlooked and underestimated because of the challenges they face in engaging with the world. 

 

These children possess the potential to learn and thrive, despite processing information differently than neurotypical individuals. I am committed to fostering a supportive community that encourages these children to grow and succeed. I firmly believe that with collective conviction, we can empower them to achieve as much, if not more, than their peers. Together, we must embrace the idea that we can make a difference by believing in their abilities.

Every child deserves an education that meets their needs. We are calling on the administration, teachers, parents, and fellow students to support this cause by signing the petition. Your signature can help build a future where every student, regardless of their needs, has a fair chance to thrive and succeed. Please sign this petition to make the S.A.A.P. an official campaign in our school.

Thank you.

Yuan Motilla 05/4/2026