Abstract:

This research undertaking focuses on the situations and challenges of foreign parents or immigrants in the Philippines. The main respondents are foreign families with children with disabilities enrolled in any Philippine schools. Qualitative interviews and surveys were carried out with parents, medical staff and special education teachers to explore the current status and the dilemma that immigrants have been facing. The level of knowledge of special educational system was measured. Furthermore, the level of satisfaction to the special education programs received was also analyzed. Results indicated that the inclusion of a foreign child with disability into a special education school or mainstream school in the Philippines is a challenging and dynamic process that starts from the very time that the Filipino teacher accepts the foreign student in the classroom. Factors discussed include the underlying values in accepting foreign students; and the cultural barriers and conflicting views of parents from developed and developing nations. In spite of legislation and the desires of parents, the practice of special education does not always reflect the values of equity and rights. Failure to establish collaborative and trusting relationships between teachers, parents and professionals poses a major challenge and can have a serious impact on the outcomes of integrating foreign children in Philippine schools.

Keywords:

family, foreign children, disabilities, philippines.