1. A JOURNEY THROUGH LIFE: A Personal-Professional Perspective Edilberto I. Dizon, Ed.D. SPED Diagnostician-Counselor & Professor A JOURNEY THROUGH LIFE: A Personal-Professional Perspective Edilberto I. Dizon, Ed.D. SPED Diagnostician-Counselor & Professor

2. Briefing: Pre-Journey Briefing: Pre-Journey The birth of a special child heralds an arduous journey. It is a journey where wayfarers: the child himself and his significant others need to tread unfamiliar routes toward an unforeseen destination.

3. It is a journey painstakingly planned not only to meet a need but also to fulfill a pledge toward the special child’s future. It is a journey painstakingly planned not only to meet a need but also to fulfill a pledge toward the special child’s future.

4. It is not an easy journey, nay, a predictable one. There are peaks and valleys, also the vagaries of weather.

5. But wayfarers have to move on no matter how slow. They have to rise whenever they fall. It is a journey for those who BELIEVE. But wayfarers have to move on no matter how slow. They have to rise whenever they fall. It is a journey for those who BELIEVE.

6. This is our journey. Not by our own choice but charted and blue-printed by a Divine Providence who makes and clears the way for each special child’s step.

7. He has picked us out from all the rest to ensure that each special child gets to be the best that he can be – according to His Will.

8. Thank You, God, for choosing us to partake of Your Loving Your special children! Thank You, God, for choosing us to partake of Your Loving Your special children!

9. * And the Journey Begins…. Milepost 1: Being: In Celebration of Life What we believe in is most pivotal to what becomes of our special children.

10. I believe that accepting the special child for whatever he is and providing the core conditions of helping: Unconditional Positive Regard, Empathic Understanding and Congruence, are the most fundamental, most crucial and most important decision that parents make.

11. I believe that a Pro-Life perspective goes far beyond abortion issues. It values not only the presence of the special child but also the nurturance of his family and significant others.

12. I believe that the special child, given all the love and support he needs, moves toward a positive and purposive direction.

13. I believe that the presence and the nurturance of a special child help us define who we are and connect us much more meaningfully to humanity.

14. Milepost 2: Belonging: Into a Bigger World Where and with whom the special child learns and grows determine significantly what will become of him.

15. I believe that synchronicity of intervention perspectives, goals, objectives and strategies through effective collaboration, consultation and team teaching among helpers (home members, therapists, teachers, specialists and other concerned individuals) is essential.

16. I believe that every parent be informed about the different placement options/schemes, and guided in making a decision based on valid and reliable assessment which includes a comprehensive set of recommendations.

17. I believe that a special child be given the necessary training and opportunities given his normal counterparts enabling him to maximize his potentials, achieve some degree of independence, and gain access to and participate in the benefits/services his community provides.

18. It is, therefore, recommended that the appropriate instructional schemes (e.g., shadow teaching, pullout, multigrade, resource room plans) be considered in mainstream/inclusionary programs.

19. I believe in the adoption of a continuous progression scheme enabling the special child to move up based on success criteria set for him.

20. I believe that individualization planned and implemented correctly and competently is imperative in targeting specific priorities for the child and facilitating mastery learning.

21. I believe in the Pro- Humanity dimension of education for special children. Such dimension refers to a caring community that provides accessible resources and values the child’s involvement and participation.

22. I believe that good intervention plans and implements instructional methodologies that draw the best in the special child, sustain his curiosity and love for learning, harness initiative and creativity, and ensure mastery learning.

23. I believe that good intervention for the special child provides clean, safe and conducive avenues for learning alongside needed materials, equipment and facilities.

24. Milepost 3: Becoming: Toward a Positive Direction When we talk of a special child, we talk of a FUTURE.

25. I believe that the Pro-God dimension of special education enables us to experience the spiritual joy of serving special children and inspire others by our commitment. It is service as an expression of loving God.

26. I believe that the special child’s future relies on the present provision of programs and services.

27. I believe that transition programs: vocational training and apprenticeship, employment or further schooling are most helpful in pursuing a future.

28. I believe that normalization is possible not only along education but also along employment, community involvement and participation, and marriage and raising a family.

29. I believe that advocacy remains pivotal to knowing, understanding and accepting special people and their families, propels concrete helping actions, and sustains programs and services.

30. * And finally, a MAP (paradigm) that illustrates the Journey:

31. SPECIAL EDUCATION Pro-Life Pro-Humanity Pro-God

32. SPECIAL EDUCATION SPECIAL CHILD Significant Others Pro-Life Pro-Humanity Pro-God

33. Pro-Life Pro-Humanity Pro-God SPECIAL CHILD Significant Others Milepost 1 (Being) Milepost 2 (Belonging) Milepost 1 (Becoming)

34. Self-Confidence Self-Achievement Self-Fulfillment SPECIAL CHILD Milepost 1 (Being) Milepost 2 (Belonging) Milepost 3 (Becoming) Significant Others Pro-God Pro- Humanity Pro-Life SPECIAL EDUCATION

35. Milepost 1: Being: In Celebration of Life What we believe in Core conditions of helping Pro-Life Toward a positive and purposive direction Definition of who we are

36. Milepost 2: Belonging: Into a Bigger World Where and with whom the child learns Synchronicity Placement options/schemes Normalization Continuous progression scheme

37. Individualization Pro-Humanity Instructional methodologies Learning avenues and material resources

38. Milepost 3: Becoming: Toward a Positive Direction Special child has a future Pro-God The future relies on the present Transition Normalization possibilities Advocacy

39. As the special child moves on toward Self-Confidence, Self-Achievement and Self-Fulfillment, let us keep hands with him together as we walk on through the journey.

40. Let us help him pass beyond each milepost always with eagerness to move on, learn, and grow. Let us help him pass beyond each milepost always with eagerness to move on, learn, and grow.

41. Someday, with God’s never- ending Love and Providential Hand, he will reach his destination. And we will – in all-out jubilation – cheer no end for him!

42. THANK YOU and GOD BLESS!