05/06/2026
๐๐๐ง๐๐ก๐ฆ๐๐ซ๐ค๐ข๐ง๐ ๐๐ฑ๐๐๐ฅ๐ฅ๐๐ง๐๐ ๐ข๐ง ๐๐ง๐๐ฅ๐ฎ๐ฌ๐ข๐ฏ๐ ๐๐๐ฎ๐๐๐ญ๐ข๐จ๐ง: ๐๐๐๐ ๐๐๐๐ฆ ๐๐ข๐ฌ๐ข๐ญ๐ฌ ๐
๐๐๐ ๐๐ง๐๐ฅ๐ฎ๐ฌ๐ข๐ฏ๐ ๐๐๐๐ซ๐ง๐ข๐ง๐ ๐๐๐ฌ๐จ๐ฎ๐ซ๐๐ ๐๐๐ง๐ญ๐๐ซ
VINTAR, ILOCOS NORTE โ In a significant step toward strengthening inclusive education services, a delegation of 30 educators from San Nicolas Elementary School (SNES), composed of master teachers, grade level Special Needs Education in-charges, academic teachers, and led by School Principal III Dr. Orlando A. Pascua, conducted a benchmarking activity at the Florentino Camaquin Integrated School (FCIS) Inclusive Learning Resource Center (ILRC) on June 5, 2026.
The visit was part of SNES's continuing commitment to providing quality education and appropriate interventions for learners with special educational needs. More importantly, the activity served as a learning opportunity as SNES prepares for the establishment of its own Inclusive Learning Resource Center in the future.
Upon arrival, the SNES delegation was warmly welcomed by the FCIS team. The activity commenced with an orientation led by ๐๐ซ. ๐๐ซ๐ข๐ ๐. ๐๐๐ฌ๐ญ๐ซ๐จ, SPET I and Coordinator of the Inclusive Education Program of FCIS-ILRC. During his presentation, Mr. Castro shared the inspiring history of the center's establishment, highlighting the vision, dedication, and collaborative efforts that transformed the ILRC into a model facility for inclusive education in the province. He also discussed the principles of Inclusive Education, the programs and services offered by the center, and the importance of creating learning environments where every child is valued, supported, and empowered to succeed.
Following the orientation, participants toured the various functional areas of the ILRC, gaining firsthand knowledge of the center's facilities and best practices.
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One of the areas visited was the Occupational Therapy Room, a specialized space designed to help learners develop and improve essential motor, sensory, cognitive, and self-care skills. The room contained therapeutic materials and equipment that support interventions aimed at enhancing hand-eye coordination, fine motor development, sensory regulation, and independence in performing everyday tasks. Teachers observed how structured activities are utilized to help learners overcome challenges and achieve greater participation in both school and daily life.
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The delegation also explored the Assessment Room, where comprehensive evaluations and screenings are conducted to identify learners' strengths, needs, and areas requiring intervention. This room serves as a critical starting point in developing individualized educational plans and support programs. Participants learned about assessment tools and procedures that help educators make informed decisions regarding appropriate interventions and accommodations for learners with diverse needs.
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Another key component of the center is the Management Area and e-Library, which serves as the administrative and information hub of the ILRC. The area houses records, reports, educational references, and digital learning resources that support both teachers and learners. The e-Library provides access to instructional materials, research, and assistive learning resources that enhance teaching strategies and strengthen inclusive educational practices. Participants noted the importance of organized documentation and resource management in ensuring efficient service delivery.
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The Daily Living Skills Room showcased practical learning opportunities that promote independence among learners. The room is designed to teach essential life skills such as personal hygiene, grooming, dressing, food preparation, household management, and other activities necessary for daily functioning. Through simulated real-life experiences, learners are given opportunities to develop confidence, responsibility, and self-sufficiencyโskills that are crucial both inside and outside the classroom.
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Among the most impressive facilities was the Hydrotherapy Room, which provides therapeutic interventions through water-based activities. Hydrotherapy helps learners improve muscle strength, balance, coordination, mobility, and relaxation. The controlled aquatic environment offers a safe and supportive setting for learners who benefit from physical therapy and sensory stimulation. Participants were particularly interested in how hydrotherapy contributes to the holistic development and well-being of learners with diverse physical and developmental needs.
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The tour also included the Bridging Room, a transitional learning space designed to prepare learners for successful integration into regular classroom settings. Here, learners receive focused instruction, behavioral support, and academic reinforcement tailored to their individual needs. The room serves as a bridge between specialized interventions and mainstream educational environments, ensuring that learners gradually gain the skills and confidence necessary for inclusion in regular classes.
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The final area visited was the Skills Development Room, which focuses on developing vocational, functional, and practical skills that can help learners become productive and independent members of society. Activities in this room are designed to nurture creativity, work habits, problem-solving abilities, and livelihood-related competencies. Teachers recognized the room's value in preparing learners for future opportunities and promoting lifelong learning.
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The delegation also visited the Physical Therapy Room, a specialized facility dedicated to improving learners' physical functioning, mobility, strength, balance, and coordination. Equipped with therapeutic tools and adaptive equipment, the room supports individualized interventions for learners with physical disabilities, developmental delays, and mobility challenges. Participants learned how physical therapy sessions help enhance motor skills, posture, movement patterns, and overall physical independence, enabling learners to participate more actively in school and daily activities.
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Another significant area explored was the Language Therapy Room, which focuses on developing learners' communication, speech, and language skills. The room provides a supportive environment where learners receive interventions designed to improve articulation, vocabulary, comprehension, expressive language, social communication, and other speech-related skills. Through individualized and structured activities, language therapy helps learners build confidence in expressing themselves, interacting with others, and participating effectively in classroom learning experiences.
Throughout the benchmarking activity, the SNES delegation actively engaged in discussions, asked questions, and gathered insights on the management, operation, and sustainability of the ILRC. The visit provided valuable knowledge on how an inclusive learning resource center can effectively support learners with diverse educational needs while fostering collaboration among educators, parents, and the community.
The benchmarking activity aligns with the vision of San Nicolas Elementary School to establish its own Inclusive Learning Resource Center (ILRC). By studying the successful practices of FCIS, SNES aims to create a responsive, organized, and learner-centered facility that will provide appropriate interventions and services for learners with special educational needs and those requiring additional support.
As the activity concluded, the SNES delegation expressed its heartfelt gratitude to ๐
๐ฅ๐จ๐ซ๐๐ง๐ญ๐ข๐ง๐จ ๐๐๐ฆ๐๐ช๐ฎ๐ข๐ง ๐๐ง๐ญ๐๐ ๐ซ๐๐ญ๐๐ ๐๐๐ก๐จ๐จ๐ฅ for its warm hospitality and willingness to share its expertise and best practices in inclusive education. Special appreciation is extended to ๐๐ซ. ๐๐๐ฏ๐ข๐ง ๐๐จ๐ก๐ง ๐. ๐๐ ๐ฉ๐จ๐จ๐ง, School Principal I, for accommodating the benchmarking team and supporting meaningful collaboration among schools. Likewise, sincere thanks are given to ๐๐ซ. ๐๐ซ๐ข๐ ๐. ๐๐๐ฌ๐ญ๐ซ๐จ, whose insightful presentation, guidance, and dedication to inclusive education made the learning experience both informative and inspiring.
The benchmarking visit not only broadened the participants' understanding of inclusive education but also strengthened SNES's resolve to establish an Inclusive Learning Resource Center that will ensure every learner receives the support, opportunities, and quality education they deserve. Through collaboration, innovation, and a shared commitment to inclusivity, schools continue to move closer to the goal of truly providing ๐ฌ๐
๐๐๐๐๐๐๐ ๐๐๐ ๐จ๐๐.
