“Mayroon kasing law ‘ang aking tatay na pinagsisihan niya ngayon. Ang sabi kasi niya dati na ang mga babae ay hindi na dapat tumungtong ng college. Ang babae daw ay para sa bahay lang. Ngayon, nakita naman niya na ang babae pala ay pwede ring pumasok sa opisina, makatulong sa mga magulang, ‘yong ganoon. Kaya ngayon pinagsisihan niya iyon. Huli na ang lahat.” “Tulad sa amin, ang nanay ko mas priority niya ang lalaki, kasi kapag nag-aasawa daw, siya ang head of the family, at siya rin ang naghahanap-buhay. Then, ang babae naman, pinapakain lang, o kaya naman nasa bahay lang. Pero sa sitwasyon namin, kasi wala akong asawa. Sabi ko sa kanila, sa tingin ko ang lalaki at ang babae pantay lang dapat. Pare-pareho lang, kasi ‘yong babae pwede rin naman maghanap-buhay. Kaya lang sa kanila, sa paniniwala nila at dahil iyon ang kinalakihan nila, ‘yong mas pinapaboran ang lalaki kasi sila ang naghahanap-buhay.” Absence of tailored education programs based on disability and learning capacity The government had made efforts to improve the adaptability of education to persons with disabilities. According to the 2015 UNESCO report on Monitoring of the Implementation of the Convention and Recommendation against Discrimination in Education, the Philippines has made great strides in equipping schools with assistive technology and devices to support student’s learning in classroom. However, there needs to be done to design curricula that pay attention to the needs of learners with disabilities as well as offering individual education plans and special follow-up for students with disabilities. In the FGDs, persons with disabilities raised the same concerns that level of learning should be tailored according to their needs. For instance, while many parents appreciate their children with disability are in school, putting them in regular classes without additional support makes learning difficult for persons with disabilities. As shared by a deaf parent, “Deaf people have a hard time learning in Filipino subjects because their primary language in signs, gestures and theory are learned in English. There is a need for them to learn Filipino; however, they need to have transcription from Filipino to English.” “In high school, MAPEH and TLE are considered the hardest subjects to learn. Children with disability need further assistance from the SPED Teachers or interpreters to support them in the regular class.” 9