Findings and Analysis

The results showed that interactive activities significantly promote engagement and participation in both formal and informal education of the children. There is a strong external link with teachers, and E-HOPE staff with the parents and children with regards to accommodations, support, and resources. Modes of learning are adapted to any changes in schedules. These are due to hospitalization, scheduled check-ups, or effects of medication. Educational materials are also made accessible to families.
However, it is to be noted that children’s condition and client factors at certain times make educational performance difficult (i.e. fatigue and behavioral symptoms). These are managed by rest and nutrition, and so, the children are still able to perform school-related tasks. They are able to meet deadlines, focus on studying or learning, and are able to seek help when necessary. Participation in academic/formal education may be hindered by parent’s limited finances.

SWOT ANALYSIS

OBJECTIVE TREE

Problem List Prioritization

Are the children in E-Hope able to fully participate in formal and informal education?
What are the barriers to children's education?
Are there resources and opportunities available to support and enhance the learning experience of these children?
How can Occupational Therapy aid in facilitating the full participation of the children of E-Hope in formal and informal education?

Development & Selection of Problems

Based on the survey results, one of the major factors that hinder the education participation of the children from EHope is the internet connectivity and the lack of hands-on (face-to-face) learning that are available in the current circumstances. The EHope center has been able to adapt to these barriers by providing informal and formal classes, however other external factors also contribute to the difficulties of the center to gather the full participation of the children.
The educational participation of the children of E-hope is hindered by internal factors such as side effects of treatment and condition symptoms, and their limited resources, as well as external factors such as the COVID-19 restrictions.
The EHope center is determined to make their classes flexible enough to fit the children and their needs despite this and are interested in finding ways to garner their attention and encourage the children to participate in informal and formal education. The parents are also very involved and are pushing to make sure that their children continue learning despite their condition.
The children of E-Hope are reported to be attentive to learning material delivered in their preferred mode, such as through play or interaction. They seem willing to learn new ways that can help in dealing with their symptoms and side effects of treatment.

We encourage the Everlasting Hope community to communicate to barangay officials to coordinate with their needs and financial reimbursements or any programs that may be available for the people with disabilities and cater their needs as necessary to provide inclusion within the community.
Everlasting Hope can also keep their social media accounts active since social media creates a very huge impact to people especially to the people within the community to make them well aware that the organization exists, the programs available and how to help them whenever they want to stretch out a hand of help to the PWDs.
Everlasting Hope can conduct more seminars and programs for the parents to give help to the caregivers aside from the patients. Their health is just as important as the children in the organization.