Aspiring for Greater Pursuits — Rema Hayfah Agasor’s Story of Inclusion
By Vincent Kynth Baliguat, The Teacher’s Gallery
(Story provided by Schools Division Office of Lanao del Sur I, Nashrema Mauyag)
Under the educational sector, the province is divided into three Schools Division Offices (SDOs) to focus on the academic welfare of the Bangsamoro learners. The SDO Lanao del Sur I leads the campaign for the KaISA Project, also known as the Inclusive Schools Approach (ISA).
The main goal of the ISA is to reach every child by addressing their functional difficulties, documenting their lived experiences, and bridging the circumstances of the Bangsamoro learners with the current education system to make it more inclusive. The Bangsamoro Ministry of Basic, Higher, and Technical Education (MBHTE) initiated the 20 Days to Reach Every Child Campaign as part of the KaISA Project supported by the Australian Government through the Education Pathways to Peace in Mindanao Program with Pathways’ partner The Teacher’s Gallery. In line with the Learning Recovery Plan, Lanao del Sur I activity led by Team Leader Nobaisah Ibrahim, JD, and ten field enumerators, with the support of the School Divisions Superintendent Shanee Macarampat-Sumagayan, Ph.D. — garnered more than 2,000 respondents.
Education provides opportunities for children by giving them the fundamental competencies that allow them to eventually navigate social, political, and economic aspects of life. However, this goal may be difficult to achieve when education infrastructure is insufficient to meet learners’ unique needs. Rema Hayfah Agasor, a 9-year-old child with a disability enrolled in Grade 3 (as of July 2022) from Barangay Radapan Poblacion of the municipality of Piagapo, is one of many children here who yearn to enjoy the education that they deserve.
Rema has a love and enthusiasm for learning. Nashrema Mauyag, a Field Enumerator from the Schools Division Office of Lanao del Sur II, described her as a ‘jolly’ child. Rema is a unique child who sees the value of education, eagerly seeks to learn, and is deeply interested in attending school. However, the physical accessibility of the nearby school (only about 500 meters from her home)makes attending school a difficult option for her as a child with mobility issues.
Rema Hayfah’s backstory
Rema’s mother conceived her through a twin pregnancy but unfortunately met with the miscarriage of her twin due to a rare condition identified upon consultation with medical professionals at the time. With this, Rema needed to be birthed before recovering the body of her other twin. After the safe delivery of her mother, newborn screening was conducted for Rema in a local hospital, and found no forms of disability.
Two months after her birth, Rema’s grandparents cared for her while her parents went to Manila to earn a living. When she was learning to walk, her legs suddenly gave way, leading to a condition that made it difficult for her to stand on her own. Soon, this affected her ability to walk permanently. Now, she uses a locomote to move around.
While Rema’s home is near the school, the state of the road is poor, with potholes, making it hard for Rema to physically attend school. Another barrier she and her family encounter is that Rema’s parents and the concerned institution cannot provide assistive devices such as a wheelchair to create an accessible physical environment that caters to her needs. The only other option would be to physically carry her to and from school, which is impractical and not ideal for people with physical disabilities. True inclusivity in physical accessibility must result in a facility where those with mobility issues can navigate the premises independently.
Making inclusion happen regardless of all barriers
Despite all these barriers, Rema’s love for learning does not wane, and her eagerness to achieve academic growth and success remains as observed by her mother. In BARMM, it was common for parents of children with disabilities to hide them at home and not enroll them in school for fear of social discrimination. But Rema’s mother was moved by her daughter’s longing for an education.
When the pandemic hit, her mother saw this as an opportunity to enroll her in school by taking advantage of the modular learning setup that was implemented. This kind of setup was greatly beneficial to Rema and her family, given that they did not have to exert any excessive physical effort to access education. Rema was able to continue her studies while using the module from the school.
Why inclusive education is vital for children like Rema
Rema is one of many children with disabilities in BARMM whose unique needs are taken into account so they may equitably learn. This process entails creating learning environments that are not only physically accessible but also provide inclusive options like modular learning arrangements that can help education easily reach every child.
As of writing, Rema is dedicated to her educational pursuits and dreams of becoming a professional teacher. While her aspirations may change, what matters is that the possibility of creating their future is made open for every child. Along with other Bangsamoro children, Rema’s journey deserves regard in their undertakings with continuous, inclusive, and supplemental systematic support.