School Construction for Indigenous People & Disabled Children: Part 1
Site Visit in Mindanao, Philippines
First Day: Carranglan and Pangantucan Special Education Facilities
From March 5 to March 7, 2024, the JTS survey team conducted a site visit in Mindanao, Philippines, to expand educational support for indigenous people and disabled students.
In Laguindingan Airport in Cagayan de Oro, Mindanao, JTS activists gathered. Jae-guk Noh, Director of JTS Philippines, and Won-joo Lee, President of JTS Philippines, also joined the survey team. After assembling, we departed by car for Carranglan Central Elementary School. Along the way, additional team members, Dodong and Trell, joined us.
△ The JTS survey team heading towards Carranglan Central Elementary School
△ Dodong and Trell joined the survey team
Dodong and Trell have been associated with JTS since Ven. Pomnyun Sunim pioneered JTS operations in the Philippines, offering wholehearted assistance in all aspects of JTS activities.
△ Students of Carranglan Central Elementary School
The survey team arrived at Carranglan Central Elementary School in 3 hours. There, they discussed the construction of classrooms for disabled children.
△ Ven. Pomnyun Sunim and the JTS survey team discussing special education needs while touring the classrooms
△ The JTS survey team in discussion with government and school officials
The survey team inspected the current classroom for children with disabilities and held a meeting with the Mayor of Carranglan, his chief secretary, municipal engineers, the school principal, and teachers.
First, the JTS survey team emphasized that due to a lack of personnel, JTS could no longer directly monitor the construction as it did before, and therefore, JTS would only supply materials while the municipality would be responsible for the school construction. The JTS team cited an example from last year where JTS and the Damilag municipality collaborated to expand a school for children with disabilities.
△ The JTS survey team discussing classroom construction
The Carranglan Elementary School officials requested three additional special education classrooms for children with disabilities. Currently, they are using two regular classrooms with partitions, but this setup makes it difficult to provide tailored instruction based on the type of disability. There are a total of 43 children with disabilities: 6 with cerebral palsy, 10 with autism, 5 with hearing impairments, 21 with intellectual disabilities, and 1 with a visual impairment. Ven. Pomnyun Sunim asked,
“Is it likely that the number of children with disabilities will increase in the future?”
The school requested three special education classrooms, but Ven. Pomnyun Sunim suggested five classrooms to allow for separation based on the types of disabilities.
“We are very happy.”
The teachers were delighted and said it would be wonderful. The municipality officials also promised to take responsibility for the construction and proceed with the project.
△ The JTS survey team inspecting the land for new construction
After their friendly meeting, the group inspected the area where the new classrooms would be constructed. Ven. Pomnyun Sunim asked which direction would be best for the new classrooms to face.
△ The JTS survey team and officials discussing the location of the new classrooms.
“If we align the new classrooms with the other school buildings, they should face east. This maintains aesthetic consistency but may limit yard space. But south-facing classrooms would provide ample sunlight and sufficient yard space. What do you think would be best?”
“South-facing classrooms would be preferable!”
The municipal officials and teachers unanimously agreed that south-facing classrooms would be ideal. Ven. Pomnyun Sunim proposed some ideas to mitigate any drawbacks of a south-facing orientation.
“Instead, since this wall will be visible, teachers and children can paint murals on it.”
△ The facade of the school building and students
While the officials were engaged in detailed discussions, Ven. Pomnyun Sunim quietly slipped away to take a look around the school grounds.
Although the exterior looks worn, the classrooms are well maintained inside.”
△ Ven. Pomnyun Sunim walking around various parts of the school
Ven. Pomnyun Sunim also inspected the outdoor auditorium where the children were having a physical education class. He noticed a hole in the ceiling.
△ The hole in the ceiling discovered by Ven. Pomnyun Sunim
“The ceiling of the auditorium also needs repairs. When building the new classrooms for children with disabilities, please include repairing the ceiling as well.”
The teachers were very pleased.
△ The JTS survey team discussing the ceiling hole
△ Children during the school survey
△ Ven. Pomnyun Sunim conversing with the school principal
Ven. Pomnyun Sunim praised the school principal for managing the school well.
“You are doing a great job in managing the school. JTS is always ready to assist with anything needed for the children’s education.”
The JTS team departed for the next school. After a 30-minute journey, the team arrived at Pangantucan Central Elementary School.
Recently, there was a fire at the school, and seven classrooms were completely burnt. The aftermath of the fire left a devastating scene of charred classrooms.
△ The scene of the school destroyed by the fire
△ The scene of the school destroyed by the fire
This school also needs more classrooms for children with disabilities. Currently, they are conducting classes for all children with disabilities in just one classroom.
△ The JTS survey team inspecting the classroom for children with disabilities
The teachers showed the playground behind the school. Looking at the playground, Ven. Pomnyun Sunim said.
△ The JTS survey team heading towards the playground
“It’s quiet and nice, but it’s too far from the classroom.”
After examining the playground, they held a meeting in the classroom. Ven. Pomnyun Sunim said,
△ The JTS survey team meeting with government and school officials
△ Ven. Pomnyun Sunim asking a question
“I have two questions. First, how many classrooms are needed?”
“We need four classrooms.”
“Where do you think would be a good location? The playground you showed is quiet, but one drawback is that it separates children with disabilities from non-disabled children. It would be better to build classrooms in the center so that children with disabilities can always interact with non-disabled children. This way, children with milder disabilities can return to regular classrooms.”
“That’s right. That way, children with disabilities can develop their social skills.”
The teachers deeply resonated with Ven. Pomnyun Sunim’s words. He suggested building the additional classrooms right behind the current classroom for children with disabilities. When he proposed adding three more classrooms and remodeling the current one, the teachers’ faces lit up, and they applauded enthusiastically.
△ In conversation are the mayor, Ven. Pomnyun Sunim, and the JTS survey team
“Will the mayor approve as well?”
“Okay!”
With a smile, Ven. Pomnyun Sunim said, “In Korea, there’s a saying: A man’s word is more important than his signature.” (Everyone laughed)
The mayor comes from a teaching background. His wife and daughter were also teachers at a school for children with disabilities.
After the meeting concluded, everyone celebrated this joyous occasion and took a commemorative photo.
△ The JTS survey team along with government and school officials taking a photo after the meeting
After the meeting and a meal with the teachers, Ven. Pomnyun Sunim and the JTS activists returned to their accommodations. They concluded the day by discussing and summarizing today’s survey findings.
