The University of Baguio Human Resource Management Center (HRMC) has recently concluded Batches 2 and 3 of the Transformative Inclusive Education Workshop, held on November 27 and 28, 2025, at Centennial Hall, to highlight and reaffirm the University’s strong commitment to equity and diversity in education.
Batch 2 focused on this extensive training session, which benefited over 100 faculty members and representatives, including teachers from the School of Business Administration and Accountancy, School of Criminal Justice and Public Safety, School of Engineering and Architecture, School of Information Technology, and School of Law, while batch 3 empowered faculty from UB’s allied medical and science fields, training teachers from the School of Dentistry, School of Nursing, School of Natural Sciences, and other allied medical programs.
The initiative underscores the university’s deep commitment to realizing equity and accessibility across all disciplines, ensuring that students with exceptionalities are supported within health and science curricula.
Day 1: Legislative Discussions on Inclusive Education
The program began with a lecture by Dr. Samuel G. Aquino, the chairman of the Persons with Disabilities Affairs Office (PDAO). He concentrated on the legislative basis of inclusive education in the Philippines, discussing the Philippine legislative framework, which included the Magna Carta for Disabled Persons (RA 7277) and the UN Convention on the Rights of Persons with Disabilities. These statutes mandate adequate accommodations for students with special needs. Dr. Aquino congratulated the University of Baguio for being the only institution in Baguio to provide students with disabilities with a 50% discount and for actively promoting diversity. Dr. Aquino’s discussion extended beyond legal issues. It evolved into a stunning story about resilience and the promise of true inclusion.
Alt Text: A talk/discussion given by Dr. Samuel G. Aquino, the chairman of the Persons with Disabilities Affairs Office (PDAO), during the 2nd batch of the Inclusive Education Seminar/Workshop
Now, as he pursues his Juris Doctor degree at the University of Baguio, his life story serves as a living testament: proof that one’s devotion and ability far outweigh any physical limitations. His story demonstrated how a friendly and open environment enables people with exceptionalities to overcome obstacles and achieve their full potential.
The second session changed the emphasis from legal theory to practical applications. Ms. Novella Joy P. Garma and Ms. Herwina Jane N. Julaton, both experienced SPED practitioners at St. John Paul II Learning Center Incorporated, led this section. Drawing on their experience in specialized classes, they provided insights on common learning difficulties such as dyslexia, attention-deficit/hyperactivity disorder (ADHD), and autism spectrum disorder (ASD).
Alt Text: A talk/discussion given by Ms. Novella Joy P. Garma and Ms. Herwina Jane N. Julaton, both experienced SPED practitioners at St. John Paul II Learning Center Inc., during the 2nd batch of the Inclusive Education Seminar/Workshop
The instructors received real, classroom-tested strategies and approaches for differentiated instruction. They learned crucial skills for developing supportive and accessible learning environments. The session emphasized the use of multimodal teaching methods and modifications designed to accommodate the different requirements of students with exceptionalities.
The training concluded with a wonderfully engaging and memorable last session conducted by Ms. Karen Joy A. Lang-ay, RN, who presented a fun and highly interactive introduction to basic sign language, moving beyond theory. This was a real highlight, as faculty members physically experienced the limitations of communicating with silent words.
This fascinating activity encouraged profound empathy by allowing teachers to put themselves in the shoes of deaf and hard-of-hearing children, even if only temporarily. The seminar emphasized that effective communication necessitates ongoing effort, bringing up new avenues for educators to connect with all learners.
Alt Text: A talk/discussion given by Ms. Karen Joy A. Lang-ay, RN, during the 2nd batch of the Inclusive Education Seminar/Workshop
Day 2: Exceptionalities on Inclusive Learning Designs
Ms. Ruth Fernandez, a licensed teacher, physical therapist, and master’s degree holder in special education, led the session. Ms. Fernandez, who leads the School of Natural Sciences’ yearly “Celebrating Exceptionalities” outreach event and actively promotes exceptionalities, initially framed the conversation in the context of the legal basis of inclusive education. Using interactive exercises, she addressed Philippine laws and mandates in the first half of the class, which immediately engaged the faculty with enthusiasm. The robust conversations indicated the participants’ commitment to actively promoting diversity.
Alt Text: A talk/discussion given by Ms. Ruth Fernandez, during the 3rd batch of the Inclusive Education Seminar/Workshop
Shifting the focus to the Universal Design for Learning (UDL) framework, an approach that emphasizes creating flexible learning environments that accommodate individual learning differences from the outset. The highlight of the training was the UDL design activity, which was to develop and share the participants’ own inclusive strategies and techniques tailored to their respective departments. This insightful exercise allowed teachers to go beyond theory and immediately develop practical skills in inclusive education, resulting in department-specific designs that enhance teaching methods across the allied medical and natural science fields. Including interchanged terminologies, ensuring faculty are equipped with precise language for effective communication and referral.
The training created an avenue for participants that further champions the foundational initiatives supporting the Sustainable Development Goals (SDGs):
SDG 4: Quality Education
Ensuring equal access to all levels of education for persons with disabilities. Creating inclusive and fair learning environments for students with exceptionalities
SDG 10: Reduced Inequalities
Building institutional capacity to empower and promote the social and economic inclusion of all, for accessibility and non-discrimination advancements and sentiments
SDG 16: Peace, Justice, and Strong Institutions
The mandatory coverage of legal mandates reinforces the principles of social justice
SDG 17: Partnerships for the Goals
Demonstrating the power of cross-sectoral expertise in achieving a truly inclusive educational environment, including the PDAO and specialized SPED practitioners, demonstrates the importance of multi-sectoral efforts to promote effective inclusive practices worldwide.
Alt Text: UB Promotes Inclusive Education For Strong Commitments and Diversity 2025
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Initial Write-Up: Bianca Celeste Baculi | Refinement: Gab Madriaga (MAP)
Photographed by: Marianne Jivana Narciso
