Eight months after the launch of the KAPWA Program, De La Salle University – Dasmariñas (DLSU-D) has begun implementing campus accessibility improvements, transitioning the initiative from planning to on-the-ground action.

Among the developments are the deployment of a PWD-accessible Ikot La Salle vehicle, the retrofitting of campus ramps, the construction of additional PWD-compliant restrooms, and the assessment of classroom entrances to improve wheelchair access.

In an exclusive interview with The HERALDO FILIPINO, College of Education (COEd) faculty member Dr. Royce Salva shared that the University intentionally allowed implementing offices to begin carrying out feasible recommendations while the overall framework was still being completed.

“While there are recommendations being developed, the offices are already implementing what can be implemented,” Salva said.

Accessibility upgrades underway

The Office of the Provost directed various University offices to begin addressing accessibility concerns that could already be accommodated instead of waiting for the completion of the project’s full recommendation framework to be completed.

As of May 2026, the program was finalizing its sixth and final key area, bringing the University closer to completing an evidence-based framework that will guide long-term disability-inclusive policies.

Salva explained that the initiative allows immediate improvements to move forward while long-term institutional policies continue to be developed.

Building an inclusive campus

Beyond infrastructure improvements, the University has expanded disability awareness efforts by conducting capacity-building seminars for student leaders, faculty members, and administrators to promote equitable learning practices.

During the seminars, participants discussed practical classroom accommodations, including flexible deadlines, additional examination time, alternative assessments, early uploading of learning modules, and classroom adjustments for students with mobility and learning needs. 

“Giving the same thing to students doesn’t necessarily mean you’re being fair,” Salva said, emphasizing that equitable education requires accommodations responsive to the unique needs of each learner rather than treating every student the same. 

The University also encourages student leaders to integrate disability-inclusive initiatives into their programs to foster a more accessible and inclusive campus community. 

Challenges remain

Despite the progress, Salva acknowledged that sustaining and expanding the program remains challenging due to budget limitations and the scale of infrastructure improvements needed for accessibility projects.

“Data, nationally speaking, data for kids with special needs, for university students with special needs, it’s non-existent… Kung meron man, ang hirap to really determine the authenticity, the truthfulness of the data,” Salva said, citing the lack of localized and reliable data on university students with special needs as a concern.

Developers addressed this gap by gathering empirical data directly from students within the COEd, drawing from interviews and lived experiences to ensure the recommendations addressed real, documented needs.

Salva emphasized that the current challenge is ensuring that all sectors of the University recognize disability inclusion as a collaborative effort.

Future of KAPWA

The long-term vision of the KAPWA Program is to make the University more equitable and responsive to students with diverse needs through sustained policy development, accessibility improvements, and institutional support systems.

Salva explained that the program seeks to establish clearer mechanisms to guide faculty members, offices, and administrators in addressing concerns related to disability inclusion and academic accommodations.

“We hope that policies will actually be finalized,” he said, noting that finalized guidelines would create clearer accountability and consistent responses to accessibility concerns across campus.

Originally published in Heraldo Filipino Volume 40, Issue 2