In the continuation of this two-part column, we explore how neurodiversity is recognized as a source of strength and insight rather than as a vulnerability, and how believing in children’s potential is essential for them to thrive.
The United Nations offered a compelling message during the recent World Autism Awareness Day Observance. In gathering global experts, policymakers, and autistic voices to address inclusive healthcare, education, employment, and urban development, the event highlighted:
“This year’s discussion explores the role of neurodiversity in shaping policies that promote accessibility, equality, and innovation across multiple sectors.”
Mokiel on leading with excellence
In his capacity as Director of Build for Fun Learning and Development Center and as a pediatric Occupational Therapist, Mokiel Saret shared his insights on therapies and interventions for children with special needs.
While emphasizing the crucial role of educated, well-trained, and actively involved parents in complementing the work of healthcare professionals supporting children with Autism Spectrum Disorders and related conditions, Saret also highlighted a challenge that affects professionals across various industries.
He noted a lack of government support in addressing the shortage of medical and therapy professionals, explaining that this issue “requires ongoing efforts focused on retention, professional development, and improving system efficiency.”
Despite the strong desire of many Filipino interventionists to continue working in the country, Saret acknowledged that pragmatic considerations often outweigh this passion. “It is really a disgrace seeing corrupt governance,” he stressed. “That is why, in general, many Filipinos want to work abroad and live in countries that offer residency, better benefits, and most importantly, good governance.”
In his own way, Saret contributes to addressing this industry-wide concern by managing clinics and therapy centers with a vision of excellent outcomes and continuous innovation, ensuring that his team remains competent and ahead of the industry.
“In that manner they are empowered, love their work, and are motivated with the right benefits and incentives, especially those who are exceptional assets to the company and to the families and kids we help,” said Saret, who often shares these endeavors with peers in the field.
Jonas on the Holistic Approach in Occupational Therapy
For Jonas Halili, Occupational Therapy is a unique and humbling profession because of its holistic approach. He noted, “We see a person as a whole and not just their disability. We focus on the person’s mind and body and on how he or she thrives in their own environment.”
He shared that being an occupational therapist can be challenging, but hearing progress from parents, such as a child tracing letters independently or staying focused in class, makes the work deeply rewarding and motivates therapists to continue making a difference.
Known to his students as Teacher Jonas, he is a pediatric occupational therapist with nearly seven years of experience, working mostly with children on the spectrum. He provides one-on-one and small-group sessions and also facilitates social skills and cognitive behavioral therapy groups to help children and teens communicate effectively, stay mindful, and make thoughtful choices.
Occupational therapy helps individuals develop, maintain, or regain skills to gain independence in daily activities, from play for children to self-care or work for adults. Pediatric occupational therapists provide interventions based on collaborative goals with parents and other therapists. These may include sensory enrichment, improving attention and focus, and building school readiness skills such as gross and fine motor skills, social skills, and more. Children who can focus, complete tasks, and communicate effectively demonstrate progress in work and social skills.
Allyson and the Everyday Milestones That Define Speech Therapy Success
For Allyson Marie Aguilar, Speech Therapy’s success looks different for every child. She explains that it can be as simple yet meaningful as a child finally saying “Mama” for the first time, expressing their needs independently, or confidently joining conversations with peers. True success, she emphasizes, is achieved when a child communicates with joy, confidence, and genuine connection.
She recalls memorable moments with her young learners. One was a four-year-old who initially produced only single sounds and often became frustrated when misunderstood. After months of consistent therapy and strong family support, he proudly said, “I want to play!” Another was a three-year-old who struggled to answer simple yes-or-no questions; through play-based practice, he gradually learned to respond meaningfully and now shares his thoughts confidently during family conversations.
Teacher Ally, as the children under her care fondly call her, is a Registered Speech and Language Pathologist specializing in pediatric speech therapy, language delay and disorder intervention, articulation and phonological disorder management, parent coaching, and home-based therapy.
Speech Therapy helps children develop and improve communication, language, and speech skills. It addresses speech, language, social communication, and feeding or swallowing difficulties through tailored, play-based activities. These sessions support sound production, vocabulary growth, language use, and social interaction, including answering WH- questions.
PJ on How Special Education Personalizes Learning
For Patricia Margaret Jimenez, every learner receiving Special Education (SPED) intervention begins with an Individualized Education Plan (IEP) that aligns the goals of parents, regular education teachers, and supporting therapists. She explained, “The IEP allows us to track which accommodations and modifications are effective and which are not. This makes it easier for the SPED teacher to evaluate the student’s progress and determine what adjustments can maximize their potential.”
In her school-based practice, she recalled an eight-year-old student with Intellectual Disability who was able to catch up with his neurotypical classmates through test modifications and classroom accommodations. His exams were simplified, for instance, True or False instead of Modified True or False, and he used shorter methods for math computations. These adjustments strengthened his confidence and academic performance. Today, he is in 12th grade, graduating next year, and preparing for college.
In the clinical setting, she worked with a seven-year-old girl with Specific Learning Disorder in Reading and Writing who began 1:1 reading intervention at age six. Within a year, the child’s reading skills had reached the level of her neurotypical peers. When she later struggled with math in Grade 1, individualized SPED intervention during the summer helped restore her confidence. Through shortcuts and learning strategies, her motivation grew, her grades improved, and she now enjoys her math sessions.
Known to her students as Teacher PJ, she is now in her eighth year as a Special Education teacher. A Licensed Professional Teacher, she is also certified in Global Strategies for Implementation of Early Childhood Development by Harvard University. She specializes in Reading and Writing Intervention, School Readiness, and school-based 1:1 academic intervention.
Special Education provides tailored interventions for students with disabilities, using specific teaching methods and, when needed, modified curricula to help them keep pace with neurotypical peers. It equips students, parents, and teachers with strategies and tools to maximize academic, language, social, and behavioral potential.
