discriminate against those who are unvaccinated and partially vaccinated due to health reasons or contextual factors such as geographic distance to vaccination sites and financial affordability that may contribute to their untimely vaccination. Moreover, requiring negative RT-PCR or antigen tests from not fully vaccinated teachers and non-teaching personnel who wish to report to the schools presents an undue burden since these tests are costly, particularly for daily wage earners and those who live below the poverty line. Virtual hands-on activities/practicum 167. With the internship and work immersions mostly done virtually following the shift to remote learning due to the pandemic, the roles of the school partnership focal person, work immersion partner institution supervisor, and work immersion teacher as specified in the DepEd Guidelines for Work Immersion have become irrelevant as they are not included in the discussions with the schools and employers, though DepEd has specified their roles for work immersion of senior high schools.194 Concerning the Vulnerable Sectors Lack of teachers for learners with disabilities 168. The CESC expresses concern over the high percentage of children with disabilities who are not fully included in the educational system and the limited access to the internet among disadvantaged and marginalized individuals and groups in rural areas.195 Addressing the needs of learners with a spectrum of disabilities requires an understanding of their different needs and conditions, which DepEd has appropriately surveyed by maintaining data sets,196 but these should be regularly updated. However, because of the insufficiency of the number of teachers who can attend and cater to learners with disabilities, their needs remain unmet, which the different advocacy groups try to address and augment through their own initiatives. 169. Similarly, the needs of youth with disabilities should be founded on a clear understanding or definition of what school-to-work transition means for them as well as for the teachers, as one CSO participant has raised. So that the recommendations, curricula, and policies are tailor-fit according to the different conditions and requirements of the learners and not blanket or generic plans. Equal opportunities 170. The challenges faced by persons with disabilities finding employment are rooted in the readiness of employers and society, in general, to employ them, as one CSO participant asserts. The Non-Handicapping Environment (NHE) project of NCDA in partnership with JICA should have 194 DepEd, Order No. 30, s. 2017, at 2. Committee on Economic, Social and Cultural Rights, Concluding observation on the combined fifth and sixth periodic report of the Philippines, E/C.12/PHL/CO/5-6 (Oct. 7, 2016). 196 supra note 24. 195 61