ILOILO City — Eight children with developmental needs have successfully entered regular classrooms after undergoing early intervention under the city government’s RiseAble Program, marking a significant breakthrough in efforts to integrate children with developmental challenges into mainstream education.
The eight were among the first 29 children enrolled at the newly established RiseAble Center in La Paz district, where individualized developmental interventions prepare young learners for formal schooling.
Teacher Kathleen Tanalgo Polmo, the center’s head teacher, said the eight qualified for full inclusion in regular classes after completing the necessary intervention activities.
Nearly all 29 children in the center’s first batch have also entered the Department of Education’s (DepEd) Developmental Learning Resource Center (DLRC), although not all have achieved full classroom inclusion.
Others remain under partial inclusion, attending DepEd classes twice weekly while continuing developmental interventions at RiseAble.
“Every child has a different pace of development. That is why we have an Individualized Education Plan (IEP) for each of them, focusing on communication, socialization, behavior and motor skills,” Polmo said.
She explained that seemingly ordinary activities represent significant achievements for children overcoming developmental difficulties.
“Even holding a pencil, coloring, or being able to recognize and respond when their teacher calls their name are already important achievements. These are small steps, but they help prepare the children for school,” she said.
RiseAble, an initiative of Mayor Raisa Treñas, provides free early intervention services for children aged zero to five with developmental needs.
The program currently serves 85 children across two centers — 56 in Molo and 29 in La Paz.
Despite these services, RiseAble continues to maintain a waiting list of parents seeking developmental assessments and intervention for their children.
Polmo urged parents to seek early assessment whenever developmental concerns arise, stressing that timely intervention can improve children’s readiness for formal education.
She also appealed for greater public understanding and acceptance of children with developmental needs, emphasizing their right to learn, develop their abilities and participate in regular educational settings.
The city government aims to expand opportunities for these children through early intervention, helping them overcome developmental barriers and transition into formal schooling./PN