{"id":3243,"date":"2021-12-03T20:11:23","date_gmt":"2021-12-03T12:11:23","guid":{"rendered":"https:\/\/csspsinag.wordpress.com\/?p=3243"},"modified":"2021-12-03T20:11:23","modified_gmt":"2021-12-03T12:11:23","slug":"silang-mga-naiwan-how-the-remote-set-up-disables-pwds-learning","status":"publish","type":"post","link":"https:\/\/sinag.press\/news\/2021\/12\/03\/silang-mga-naiwan-how-the-remote-set-up-disables-pwds-learning\/","title":{"rendered":"Silang mga naiwan: How the remote set-up disables PWDs’ learning"},"content":{"rendered":"\n

\u201cWe will do everything so that no student will be left behind.\u201d<\/em><\/p>\n\n\n\n

This was the battlecry of the Department of Education (DepEd) for school year 2020-2021, in assuring the country that they would continue to provide quality education despite the hurdles posed by the pandemic.<\/p>\n\n\n\n\n\n\n\n\n

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\u201cWe will do everything so that no student will be left behind.\u201d<\/em><\/p>\n\n\n\n

This was the battlecry of the Department of Education (DepEd) for school year 2020-2021, in assuring the country that they would continue to provide quality education despite the hurdles posed by the pandemic.<\/p>\n\n\n\n

Yet, there has been little proof that DepEd followed through with their own battlecry. <\/p>\n\n\n\n

There have been numerous cases of students who did not receive modules or lack the technology to continue with online learning. They also continue to forget about the situation of marginalized students, such as those from urban poor or indigenous communities. <\/p>\n\n\n\n

One of the most left behind groups in the transition to modular and demote learning were students with disabilities. <\/p>\n\n\n\n

Every year, we celebrate the International Day of Person with Disabilities (PWDs) on December 3rd to spread awareness about the experiences of PWDs and promote their rights and well-being at every level of society. <\/p>\n\n\n\n

However, PWDs have been a long overlooked marginalized sector in the Philippines, and their situation has only exacerbated during this pandemic.<\/p>\n\n\n\n

There are over five million children living with disabilities in the Philippines. Yet, they have been repeatedly excluded from the discussions regarding the development of programs and services for students made for their remote learning. <\/p>\n\n\n\n

\u201cChildren with disabilities continue to face social exclusion, discrimination, and the lack of health services and therapy during quarantine, which could lead to lifelong and devastating impact in their development.\u201d said Alberto Muyot, Chief Executive Officer (CEO) of Save the Children Philippines. <\/p>\n\n\n\n

With this year\u2019s World Disability Day theme \u201dLeadership and participation of persons with disabilities toward an inclusive, accessible and sustainable post-COVID-19 world\u201d, it is only apt that we recognize the plight of the students with disabilities, learn how they were able to cope during the pandemic, and ensure they are properly represented nationwide. <\/p>\n\n\n\n

Challenges Faced by Student PWDs<\/strong><\/p>\n\n\n\n

In a study published in the International Journal Of Advance Research And Innovative Ideas In Education (IJRSR) that tackled the experiences and challenges faced by PWD students towards online learning in the Philippines, they found that their respondents struggled with three main issues: the limitations of assistive technology, social and financial issues, and cognitive and mental health issues.<\/p>\n\n\n\n

The study interviewed a total of 10 college students who had either visual, hearing, speech or orthopedic disabilities.<\/p>\n\n\n\n

More than half of their respondents had difficulty with communicating with their professors and peers due to the limitations of their assistive technology. <\/p>\n\n\n\n

The students explained that they already had a hard time adjusting to college before the pandemic due to the lack of special education (SpEd) classes and curricula in schools, but their hardships were doubled during the transition to online learning since they had to adjust to the \u201cnew normal\u201d independently. <\/p>\n\n\n\n

A blind student named Alwyn shared how he had to learn the user interfaces of applications such as Zoom and Google Meet on his own, but only with the help of his screen reader, a device used to help blind people interpret what is seen on their screens. <\/p>\n\n\n\n

Inez, another blind student, also recounted an experience with her professor and how she communicated how the technology used to assist her was not working, but the professor did not help her with her situation. <\/p>\n\n\n\n

\u201cSo sabi ko, \u2018Ma’am, hindi po kase nababasa ng screen reader \u2018yung mga pictures.\u2019 Tapos, pinipilit po talaga niya na baka sa software ko lang daw yun, i- update ko daw. Gawan ko daw ng paraan. Hindi ko po talaga napakiusapan na magbigay ng alternate activity para sakin.\u201d she said. <\/p>\n\n\n\n

The students also felt they lacked a support system from their peers, especially as they were made fun of during PE classes for being unable to accomplish their activities. They also admitted that they were ashamed to reach out to their classmates for help, so most of the time they would keep to themselves and try to figure out the lessons on their own. <\/p>\n\n\n\n

Meanwhile, not all students are privileged enough to gain access to these forms of technology and learning infrastructures.<\/p>\n\n\n\n

Alisa Escober, a 15-year old student at the Philippine National School for the Blind (PNSB), was forced to buy a gadget at the beginning of online classes. She was only able to do this after she and her mother applied for a loan. Since the beginning of distance learning in 2020, her mother quit her job to assist teaching Alisa full-time. <\/p>\n\n\n\n

Ronald Manguiat, one of Alisa\u2019s teachers, said that out of the 14 students he teaches, only 7 could attend regular online classes. There is an obvious scarcity of resources that are available for students with disabilities as many of them are forced to do their modules with no pedagogical help and no available means of sending them back to their teachers.<\/p>\n\n\n\n

These deep-seated issues in the educational system, magnified by the anti-student remote mode of learning, continue to demotivate students with disabilities to pursue their education. <\/p>\n\n\n\n

\u201cNaisipan ko po na huminto, n\u2019ung una lang. Kasi sabi ko po kasi kung n\u2019ung face-to-face lang, nahihirapan na kaming mga PWD, paano po kaya ngayong online learning na? \u201c<\/p>\n\n\n\n

However, for all of these students, they have no choice but to carry on as social standards continue to marginalize them.<\/p>\n\n\n\n

Este, a single mother with an orthopedic condition, said that: \u201cUna po, nainspire po ako mag-continue ng pag-aaral dahil po sa anak ko. Iniisip ko po kasi yung magiging future niya. Pangalawa po, mahirap po as PWD na makahanap ng trabaho kaya mas pinili ko mag-aral at hanapin kung ano yung kaya ko pang gawin.\u201d<\/p>\n\n\n\n

Experiences of Students with Special Needs<\/strong><\/p>\n\n\n\n

PWDs also include students who have intellectual and learning disabilities that have also been overlooked during the transition to online learning. Majority of them are assigned to special education (SPED) teachers to guide them with their school requirements, and the lack of face-to-face interaction with their SPED teachers makes it difficult for the students to remain attentive to their classes. <\/p>\n\n\n\n

During interviews with  SPED teachers from a local high school, they mentioned that the teaching process for their students with special needs changed drastically using online learning platforms than in face-to-face set-up.<\/p>\n\n\n\n

 In terms of mode of communication, one of the teachers explained that it was very easy for their students to switch tabs, mute themselves, and choose when to turn on their cameras. This made it difficult for the SPED teachers to accurately observe the established behavior of their students, and in turn, made it harder for them to help and teach the students. <\/p>\n\n\n\n

She also mentioned that participating in activities involving socialization, an important part of the students\u2019 routines, has become exhausting for her and her SPED students. In the past, SPED students from different levels were able to interact with one another outside their peers in their respective classes, but they were no longer able to do that due to conflicting schedules of their synchronous classes. <\/p>\n\n\n\n

\u201cHandling frustrations can be challenging, especially when you\u2019re not physically there to guide your student to calm himself down.\u201d she mentioned.  <\/p>\n\n\n\n

\u201cBecause of this, at the very start of the school year, we addressed it agad. Parent-Teacher partnership is a must. We teachers can\u2019t do everything so we planned it to avoid self-harm or harm to others,\u201d the teacher added.<\/p>\n\n\n\n

For both teachers, they said their biggest challenge is having to change their approach and having to work in an environment they were not equipped for. <\/p>\n\n\n\n

\u201cThere was a time wherein a student of mine was lashing out for a week and everyday he was just testing my limits.\u201d SPED Teacher Jared Cimatu recounted. <\/p>\n\n\n\n

He mentioned that the human aspect of teaching was greatly reduced, causing him to shift to different behavioral techniques he was not as familiar with to deal with the student\u2019s breakdowns. <\/p>\n\n\n\n

\u201cTeaching was meant to be done face-to-face and the fact that we had to alter it to the online approach made it seem like we were selling content [to the students].\u201d he explained. <\/p>\n\n\n\n

\u201cIt made me feel more like a robotic worker,\u201d Cimatu exclaimed.<\/p>\n\n\n\n

A Non-inclusive Education System <\/strong><\/p>\n\n\n\n

Our education system fails those with disabilities by regarding them as \u201cdifferent\u201d or \u201cother\u201d either by defining them solely by their disability or, for high functioning individuals, disregarding their illness entirely and forcing them to act what society deems as \u201cnormal\u201d. <\/p>\n\n\n\n

The Philippine government has made several efforts to make the country more inclusive towards PWDs with laws such as Republic Act No. 7277 also known as the \u201cMagna Carta for Persons with Disability\u201d, as well as the Inclusive Education Bill intended to aid in making our education more disability-inclusive. <\/p>\n\n\n\n

However, the Magna Carta presumes that the PWDs who will benefit from this law already have decent jobs and decent families to provide for their needs, when in reality, they are one of the most disadvantaged sectors of society.<\/p>\n\n\n\n

 PWDs continue to rely on their families or NGOs to support them as they are not considered \u201cemployable\u201d by many companies who pay minimum wage.<\/p>\n\n\n\n

Additionally, we have yet to see the effects of the Inclusive Education Bill on our education system since all students are still measured by the same standard even when students have different financial contexts as well as physical and mental capacities to cope with the barriers to education induced by the pandemic.<\/p>\n\n\n\n

The majority of problems related to PWDs come from the disparity of resources, especially from PWDs who come from low-income families or urban poor communities. <\/p>\n\n\n\n

For example, our public infrastructure is highly inaccessible to those who are in wheelchairs because it is often assumed that the families of PWDs can afford transportation like cars and taxis or even domestic workers to help them get around the city. As illustrated earlier, it is the same situation for student PWDs in online classes who lack the assistive technology due to their expensive cost. <\/p>\n\n\n\n

According to Stella Akua Mensah, a writer for the Disability Visibility Project, \u201cThere is no way for us all to be free without dismantling the reductive systems of control that enforce state-serving notions of normalcy and rightness, the consequences of which are fatal for so many of us.\u201d<\/p>\n\n\n\n

The best the current administration can do is to go beyond assumptions of the situations of PWDs and form grassroots solutions crafted alongside them to achieve the broadest way to becoming inclusive. This can be done by having educational institutions conduct consultations and fora with student PWDs from different sectors to survey their social and financial needs.<\/p>\n\n\n\n

They must also consider that they do not exist in a vacuum. PWDs come from all socioeconomic classes, have different contexts, and function differently from one another which must be considered in policy-making and social programs.<\/p>\n\n\n\n

Problems in the education sector that disable the right of students to learn are only symptomatic of unequal social structures that do not only impede learning, but the collective well-being of the people\u2014thus leaving everyone behind.<\/p>\n\n\n\n

The circumstances of the PWDs during the pandemic prove that there is a need for better and more accessible medical, psychosocial and counselling services from the state, as the root of most of their problems lie in the lack of public services readily available for ordinary citizens. <\/p>\n\n\n\n

Most importantly, the government must be able to properly implement the Ligtas Balik Eskwela program\u2014 pushing for a safe and inclusive way for these students to go back to school and be able to learn in a more conducive environment. They must allocate sufficient funds not just to the education sector, but also for disseminating affordable basic services for all Filipinos, especially the marginalized.<\/p>\n\n\n\n

It is only in this way that we can represent all PWDs affected by the existing policies in the country, and from there, we can genuinely achieve an education that does not leave any student behind. <\/p>\n\n\n\n

#NoStudentLeftBehind<\/p>\n\n\n\n

#LigtasNaBalikEskwela<\/p>\n\n\n\n

#PWDDay<\/p>\n\n\n\n

Featured image courtesy of Rappler.<\/em><\/p>\n\n\n

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\"\"<\/a><\/figure>\n<\/div>\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

\u201cWe will do everything so that no student will be left behind.\u201d This was the battlecry of the Department of Education (DepEd) for school year 2020-2021, in assuring the country that they would continue to provide quality education despite the hurdles posed by the pandemic.<\/p>\n","protected":false},"author":9,"featured_media":3251,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[9],"tags":[],"ppma_author":[122],"class_list":["post-3243","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-features"],"aioseo_notices":[],"jetpack_featured_media_url":"https:\/\/sinag.press\/news\/wp-content\/uploads\/2021\/12\/sinag-web-banner-8-1.png","jetpack-related-posts":[{"id":6071,"url":"https:\/\/sinag.press\/news\/2023\/05\/07\/aktibisita-rewind-party-princples\/","url_meta":{"origin":3243,"position":0},"title":"AKTIBISITA Rewind | Party Princples","author":"Staff","date":"7 May 2023","format":false,"excerpt":"Last Thursday, on May 4, UP ALYANSA and STAND UP faced off in The Official UPD Political Parties Forum,\u00a0 Over the following days, SINAG will take a look back at how the two parties talked about their principles and policies as they vie for the student body\u2019s support in the\u2026","rel":"","context":"In "News"","block_context":{"text":"News","link":"https:\/\/sinag.press\/news\/category\/news\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2023\/05\/party-presentations-1.png?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2023\/05\/party-presentations-1.png?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2023\/05\/party-presentations-1.png?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2023\/05\/party-presentations-1.png?resize=700%2C400&ssl=1 2x, https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2023\/05\/party-presentations-1.png?resize=1050%2C600&ssl=1 3x, https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2023\/05\/party-presentations-1.png?resize=1400%2C800&ssl=1 4x"},"classes":[]},{"id":5220,"url":"https:\/\/sinag.press\/news\/2022\/09\/03\/csspsc-mental-health-resol-pushes-for-student-services-academic-ease\/","url_meta":{"origin":3243,"position":1},"title":"CSSPSC Mental Health Resol pushes for student services, academic ease","author":"Staff","date":"3 September 2022","format":false,"excerpt":"Recognizing the worsening state of mental health among students because of the COVID-19 Pandemic, the UP Diliman College of Social Sciences and Philosophy Student Council,\u00a0 UP Visayas School of Technology Student Council, and UP Manila Dentistry Student Council pushed for a resolution \u201cto campaign for mental health in the university\u2026","rel":"","context":"In "Features"","block_context":{"text":"Features","link":"https:\/\/sinag.press\/news\/category\/features\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2022\/09\/sinag-web-banner-10.png?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2022\/09\/sinag-web-banner-10.png?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2022\/09\/sinag-web-banner-10.png?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2022\/09\/sinag-web-banner-10.png?resize=700%2C400&ssl=1 2x, https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2022\/09\/sinag-web-banner-10.png?resize=1050%2C600&ssl=1 3x, https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2022\/09\/sinag-web-banner-10.png?resize=1400%2C800&ssl=1 4x"},"classes":[]},{"id":6183,"url":"https:\/\/sinag.press\/news\/2023\/08\/18\/sumkad-rise-resist-defend\/","url_meta":{"origin":3243,"position":2},"title":"Sumkad! Rise, resist, defend!","author":"Staff","date":"18 August 2023","format":false,"excerpt":"Sophia Jan \u201cIya\u201d D.G Trinidad, is the UP Baguio nominee for the 40th Student Regent selection. Trinidad, a former UPB USC Chairperson, asserts that a student regent should challenge the \u201cslipshod\u201d priorities and negligence of the state that have led to the burdens of the Filipinos. Citing the relentless attacks\u2026","rel":"","context":"In "Others"","block_context":{"text":"Others","link":"https:\/\/sinag.press\/news\/category\/others\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2023\/08\/16-1.png?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2023\/08\/16-1.png?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2023\/08\/16-1.png?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2023\/08\/16-1.png?resize=700%2C400&ssl=1 2x, https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2023\/08\/16-1.png?resize=1050%2C600&ssl=1 3x, https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2023\/08\/16-1.png?resize=1400%2C800&ssl=1 4x"},"classes":[]},{"id":1945,"url":"https:\/\/sinag.press\/news\/2021\/09\/03\/what-you-need-to-know-about-the-51st-general-assembly-of-student-councils\/","url_meta":{"origin":3243,"position":3},"title":"What you need to know about the 51st General Assembly of Student Councils","author":"Staff","date":"3 September 2021","format":false,"excerpt":"On August 31, 2021, student councils from all over the UP System gathered for the 1st General Assembly of Student Councils (GASC). I. Call to Order The 51st General Assembly of Student Councils (GASC) session began at 8:15 in the morning on August 31, 2021. I. Roll Call and Determination\u2026","rel":"","context":"In "News"","block_context":{"text":"News","link":"https:\/\/sinag.press\/news\/category\/news\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2021\/09\/12-1.png?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2021\/09\/12-1.png?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2021\/09\/12-1.png?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2021\/09\/12-1.png?resize=700%2C400&ssl=1 2x, https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2021\/09\/12-1.png?resize=1050%2C600&ssl=1 3x, https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2021\/09\/12-1.png?resize=1400%2C800&ssl=1 4x"},"classes":[]},{"id":859,"url":"https:\/\/sinag.press\/news\/2021\/04\/09\/konsensya-ng-bayan-demands-state-accountability-safe-and-inclusive-education\/","url_meta":{"origin":3243,"position":4},"title":"Konsensya ng Bayan lays out ‘Five KAPP Demands’","author":"emdeborja","date":"9 April 2021","format":false,"excerpt":"The CSSP Students calls on the CSSP administration to amplify the voices of the masses and support the Five KAPP Demands. Students from the College of Social Sciences and Philosophy (CSSP) launched a signature drive for the Five Konsensya ng Bayan Demands (Five KAPP Demands) to amplify their resounding calls\u2026","rel":"","context":"In "News"","block_context":{"text":"News","link":"https:\/\/sinag.press\/news\/category\/news\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2021\/05\/atpo.jpg?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2021\/05\/atpo.jpg?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2021\/05\/atpo.jpg?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2021\/05\/atpo.jpg?resize=700%2C400&ssl=1 2x, https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2021\/05\/atpo.jpg?resize=1050%2C600&ssl=1 3x, https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2021\/05\/atpo.jpg?resize=1400%2C800&ssl=1 4x"},"classes":[]},{"id":1313,"url":"https:\/\/sinag.press\/news\/2021\/05\/28\/cheds-flexible-learning-policy-questioned-as-groups-push-for-ligtasnabalikeskwela\/","url_meta":{"origin":3243,"position":5},"title":"CHED’s flexible learning policy questioned as groups push for #LigtasNaBalikEskwela","author":"emdeborja","date":"28 May 2021","format":"image","excerpt":"Various groups challenge CHED to \"listen to the demands of the student body and comprehensively plan and implement the gradual and safe reopening of schools. \" UP Diliman Political Science professor Jan Robert Go tweeted his criticism of CHED Commissioner Popoy de Vera's pronouncement that flexible learning was adopted as\u2026","rel":"","context":"In "Quick Pops"","block_context":{"text":"Quick Pops","link":"https:\/\/sinag.press\/news\/category\/quick-pops\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2021\/05\/img_1859-1.png?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2021\/05\/img_1859-1.png?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2021\/05\/img_1859-1.png?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2021\/05\/img_1859-1.png?resize=700%2C400&ssl=1 2x, https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2021\/05\/img_1859-1.png?resize=1050%2C600&ssl=1 3x, https:\/\/i0.wp.com\/sinag.press\/news\/wp-content\/uploads\/2021\/05\/img_1859-1.png?resize=1400%2C800&ssl=1 4x"},"classes":[]}],"jetpack_sharing_enabled":true,"authors":[{"term_id":122,"user_id":9,"is_guest":0,"slug":"csspsinag","display_name":"Staff","avatar_url":"https:\/\/secure.gravatar.com\/avatar\/194807626fee183640d3de57e788ba7c8c0d40bd86bfc1237bed56bcd3832c1b?s=96&d=mm&r=g","0":null,"1":"","2":"","3":"","4":"","5":"","6":"","7":"","8":""}],"_links":{"self":[{"href":"https:\/\/sinag.press\/news\/wp-json\/wp\/v2\/posts\/3243","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sinag.press\/news\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sinag.press\/news\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sinag.press\/news\/wp-json\/wp\/v2\/users\/9"}],"replies":[{"embeddable":true,"href":"https:\/\/sinag.press\/news\/wp-json\/wp\/v2\/comments?post=3243"}],"version-history":[{"count":0,"href":"https:\/\/sinag.press\/news\/wp-json\/wp\/v2\/posts\/3243\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sinag.press\/news\/wp-json\/wp\/v2\/media\/3251"}],"wp:attachment":[{"href":"https:\/\/sinag.press\/news\/wp-json\/wp\/v2\/media?parent=3243"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sinag.press\/news\/wp-json\/wp\/v2\/categories?post=3243"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sinag.press\/news\/wp-json\/wp\/v2\/tags?post=3243"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/sinag.press\/news\/wp-json\/wp\/v2\/ppma_author?post=3243"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}