De La Salle University – Dasmariñas (DLSU-D), through the Office of the Provost, has launched KAPWA: Disability-Inclusive Learning Support for University Students with Diverse Needs, an institutional program aimed at strengthening disability inclusion across the campus.

The program framework covers six priority areas: physical accessibility, health and wellness, assistive technology, community awareness, instructional and academic support, and administrative services.

According to College of Education (COEd) faculty member Royce Salva, the program’s conceptual developer, KAPWA’s central mission is to provide equitable—not just equal—opportunities for students with diverse learning needs.

“Inequality is more of a lack of sameness, while inequity is more of a lack of fairness, and we wanted to really make sure that everyone is given not only an equal chance but an equitable opportunity,” Salva stated in an exclusive interview. 

He added that the goal is to ensure fairness in access to resources and support systems so students can thrive both academically and socially.

“You can expect that the University will be proactive in terms of developing policies and guidelines that can better support everyone,” he added, confirming plans to formalize responsive systems through clear policies, structured procedures, and coordinated mechanisms to ensure the long-term implementation of disability-inclusive practices across campus. 

Alongside policy development, the University is preparing capacity-building programs for faculty members, student leaders, staff, and parents. A faculty development program, now nearing completion, will train instructors on disability concepts, accommodation strategies, and inclusive teaching methods.

Initial training began last August with a disability awareness session. Salva emphasized that early guidance was necessary even before all barriers were identified, noting that certain issues “cannot wait” and require immediate accommodation.

Student engagement

To ensure that students with disabilities are not only recipients of support but also active contributors to the program’s development, the KAPWA Project includes mechanisms for direct student participation.

Salva shared that regular consultations will be conducted to gather feedback on classroom challenges, accessibility concerns, and needed accommodations. These consultations aim to create an open channel where students can express concerns without fear of invalidation or dismissal.

The project also engages student government leaders to integrate disability-aware practices into campus activities and governance, alongside planned peer-support initiatives that promote collaboration, shared experiences, and community building.

Early development

Although the project is still in progress, improvements have already begun through facility retrofitting and transportation planning.

“Habang may nire-recommend si Dr. Royce sa Office of the Provost, the Office of the Provost is already sharing it with other offices na ‘yung mga p’wede na i-target, mai-target na,” Salva shared, citing efforts such as accessible e-jeep orders and modified comfort rooms.

He stressed that these early adjustments reflect a commitment to immediate action rather than passive planning, demonstrating that the University prioritizes responsiveness even as policy drafting continues. Simultaneous development and implementation will allow urgent accessibility concerns to be addressed without waiting for the full completion of the project framework.

Collaborative implementation in addressing issues

“We are only a developer… The primary implementer of the project isn’t the Office of the Provost,” Salva clarified, noting that the project’s implementation is collaborative rather than centralized.

Operational responsibilities for accessibility improvements are shared by offices such as the Buildings and Facilities Maintenance Office (BFMO), Office of Student Services (OSS), and the Aklatang Emilio Aguinaldo – Information Resource Center (AEA-IRC), ensuring that systemic issues are addressed comprehensively.

“These are the same barriers that I’ve been studying when I was in La Salle back in college years, and these are the same barriers we’re encountering at present—so it’s not flattering,” he said, emphasizing that long-standing issues—supported by literature and student accounts—persist.

Current barriers include attitudinal challenges such as discriminatory language and misconceptions; academic and scheduling limitations that restrict learning conditions; and physical accessibility concerns requiring major investments in elevators, ramps, pathways, and priority lanes.

Salva emphasized that disability inclusion is a “long-term fight,” requiring sustained effort and careful planning rather than rushed solutions.

Monitoring and ensuring progress

Placing the KAPWA Project under the Office of the Provost strengthens its sustainability by enabling centralized oversight, consistent monitoring, clearer accountability, and coordinated execution across offices.

Project recommendations function as a compliance checklist to ensure that interventions are properly implemented. While the Office of the Provost maintains strategic oversight, operational execution remains with units like BFMO, OSS, and the University Library—ensuring that plans translate into concrete improvements.

Through shared oversight, accountability, and cross-office collaboration, the University aims to institutionalize disability inclusion for the long term.

***

Previously, Salva led disability-inclusive initiatives on campus under the COEd, including the seminar Silent Espressions: Unlocking the Art of Sign Language, held in February 2025.

Originally published in Heraldo Filipino Volume 40, Issue 1.