The Stepping Stone Learning, Resource and Therapy Center held its 25th Recognition Day Ceremony at the 3rd floor of the MRCFI Building last Thursday, March 29. In this annual rite, which marks the culmination of the school year’s series of activities, advancements made by each student in learning and overcoming physical handicaps are recognized.

Rotarian Frank Chavez, as Chair of the Development Center for the Handicapped Foundation, Inc. (DCHFI), which operates Stepping Stone, delivered the welcome address, while Mundy Gonzalez , in his capacity as DCHFI President, delivered the closing remarks. Makati Rotarians who took active part in the event included PRID Paing Hechanova, DCHFI Trustee-Treasurer Dayal Nandwani and Trustee Eddie Galvez, RC Makati President Rene Limjoco and Past President Felix Amparo and Past President and current Chairman of the Makati Rotary Club Foundation, Inc. Jun Rojas.

PP Nash Pablo of RC Rizal West was the main Recognition speaker. Dr. Pablo is Dean Emeritus of Philippine Women’s University and an adviser to their current president. He is also a board adviser to DCHFI. Also present was Mrs. Barbara Tull, our Peace Corps Response Volunteer who is our in-house Consultant for the next six months starting March 2012.

An inspirational talk was delivered by Mr. Ibarra Gargantiel who suffers from autism. Mr. Gargantiel, a former SPED student of one of our teachers, was able to start and continues to operate his own home-based noodle business as a result of persistent and intent support of his father.  He is a role model that other students and parents could emulate.

Recognition is based on the IEP (Individualized Education Plan) that the teachers prepare and propose for each student at the beginning of every school year. The proposal combines the initial evaluation of the developmental pediatrician on the student’s deficiencies with the teachers’ recommendation of the specific set of classroom activities needed to remedy such deficiencies. To reinforce this effort, the plan is discussed with parents to obtain their consensus and seek their cooperation in continuing classroom efforts at home.

Of 29 students undergoing occupational therapy sessions, 8 have been eligible to enroll partly in Early Intervention classes during the year. These are the ones whose behaviors have been sufficiently tempered to allow them to participate in group activities.

There are 25 boys, as against four girls, engaged in occupational therapy. This could be an indication that boys are more prone to behavioral issues than girls. The actual ratio could be peculiar only to the school, but formal researches conducted in developed countries indicate the growing incidence of behavioral issues - particularly autism - in boys.

In Early Intervention, three out of 19 students became eligible for mainstreaming. This means that their behaviors and intellectual developments have improved to a level where they are ready to tackle the rigors of a regular school environment. To be certain, however, there would still be periodic follow-ups by our special education (SPED) teachers to ascertain that there will be no back-sliding.

Another three students belonging to this group - mainly because of their ages - are being promoted to our Adult Class, where they will be trained in practical courses to develop their innate talents and make them self-sufficient at home. On the other hand, one other student in this age group was evaluated to need to undergo one-on-one sessions to be able to catch up with his age group.

Among the 14 that went through the Adult Class, 3 became candidates for transition. This means that they are sufficiently mature in their behaviors, know how to follow simple instructions, and have sufficient physical competence to engage in repetitive work in an office or industrial setting. One other adult is also eligible for work involvement, but this has to be in a sheltered workshop involving closer supervision.

For the three candidates for transition, we would like to solicit the help of our Rotarians to help place them in offices or companies with social responsibility programs. They are qualified to handle simple jobs, like data encoding, messenger or janitorial work, or as bus boy in a food outlet. The transition program is a weaning process.

Initially, they will work on a part-time basis, while attending some class sessions to make teachers confident that that they can be fully-independent. Once they get used to their tasks, they can then be eligible for regular employment, without the necessity of further follow ups.

Should you find openings for them in your organizations or those of your friends and acquaintances, please inform us so we can make the proper follow up and arrangements.

Jobs wanted for Stepping Stone students

Stepping Stone needs help. Mundy Gonzalez, president of the Development Center for the Handicapped Foundation Inc. (DCHFI), which runs the school, is appealing to companies with CSR programs for assistance in job placement, part-time for starters, for three students found eligible for “work involvement.” According to Mundy, the three can handle the tasks of a janitor, messenger, busboy in small restaurant, and even the more skills-based job of a data encoder.

If you have an opening for all or any of them in your company, kindly get in touch with Mundy Gonzalez at 0917 8140502 or the Secretariat at 899-7863 to 65.