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A POLICY STUDY ON THE IMPLEMENTATION OF INCLUSIVE EDUCATION

PROGRAM IN THE PHILIPPINES

Method · July 2023

DOI: 10.13140/RG.2.2.11224.88325

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A POLICY STUDY ON THE IMPLEMENTATION OF INCLUSIVE EDUCATION

PROGRAM IN THE PHILIPPINES

Presented to

LIZAN E. PERANTE-CALINA, DPA

Graduate School Professor

Don Honorio Ventura State University

Bacolor, Pampanga

In Partial Fulfillment of the Requirements for the

Ed.D. MC 109

Seminar: Advanced Policy Analysis Applied to Education

JERWIN E. CABAÑERO

Doctor of Education Major in Educational Management

July 29, 2023

Primer on Inclusive Education in the Philippines to Establish the Focal Problem and its

Specifics

According to the 2009 Department of Education Order No. 72, inclusive education is a

philosophy that promotes the acceptance of all children, regardless of their race, size, shape, color,

ability, or disability. This approach emphasizes the importance of providing support from school

staff, students, parents, and the community. The 2013 Enhanced Basic Education Act includes

provisions for various target groups in inclusive education, such as gifted and talented children,

learners with disabilities, learners of the madrasa curriculum, indigenous peoples, and learners

facing difficult circumstances like geographical isolation, chronic illness, abuse, or displacement

due to armed conflict, urban resettlement, or disaster.

Inclusive education is a collaborative process encompassing the involvement of students,

families, educators, and community members in the design, execution, and assessment of

educational programs and services that cater to the diverse needs of all students. An important goal

is ensuring equal access to education and inclusion in school community life.

Inclusive education holds significant importance due to numerous reasons. One of the key

benefits of this philosophy is that it promotes equal access to education and fosters a positive and

secure atmosphere for students to develop academically and personally. Additionally, the education

system equips students with the necessary skills to effectively collaborate and interact with

individuals of diverse abilities, thereby better preparing them for real-world scenarios. Ultimately,

this initiative dismantles the barriers that separate individuals with disabilities from those without,

fostering a climate of comprehension and inclusivity.

The Philippines has been actively implementing a range of programs and initiatives to

promote inclusive education. The "Inclusive Education for All" program is an initiative that aims
to enhance the abilities of teachers, parents, and school administrators in effectively addressing the

diverse needs of students.

The efforts to promote inclusive education have involved teacher training. The

collaboration between the Department of Education (DepEd) and the United Nations Educational,

Scientific and Cultural Organization (UNESCO) enhances the skills of teachers in integrating

students with disabilities into mainstream classrooms. It encompasses various topics constructs

inclusive education, including adapting instruction to meet the needs of students with disabilities,

fostering a supportive learning environment, and promoting effective collaboration with parents.

Likewise, the Philippines has been actively engaged in the development of policies aimed

at promoting inclusive education. One policy being implemented is the establishment of Special

Education (SPED) schools that cater specifically to students with special needs. The schools

mentioned offer various services and accommodations, including smaller class sizes, specialized

instruction, and adaptive technology. This landscape is designed to support student's academic

success and enable them to thrive in their educational environment.

Additionally, the Alternative Learning System (ALS) is a policy that supports inclusive

education by offering non-traditional learning options to students who have discontinued their

education or cannot attend regular classes due to health or other circumstances. ALS programs

provide a range of courses, encompassing vocational training and basic literacy and numeracy

courses. These offerings enable students to learn at their own speed and in a comfortable setting.

The Department of Education (DepEd) released DepEd Order No. 21 in 2019, titled Policy

Guidelines on the K to 12 Basic Education Program. This order encompasses a policy framework

on inclusive education. The framework aims to ensure that every Filipino has access to a high-

quality, fair, and inclusive education rooted in their cultural context and covers all essential aspects.
Former President Rodrigo Roa Duterte enacted Republic Act No. 11650 on March 11, 2022. This

law, titled "Instituting a Policy of Inclusion and Services for Learners with Disabilities in Support

of Inclusive Education Act," aims to promote inclusive education and provide the necessary

support for learners with disabilities. The policy seeks to establish and clarify the rights of

individuals with disabilities. It also aims to provide strategies for enhancing accessibility to

education and various services. Additionally, the policy seeks to identify specific areas that require

further assistance and support.

Conjunctively, in recent years, the Philippines has made noteworthy advancements in

inclusive education. Despite the progress made, challenges need to be addressed. The success of

inclusive education hinges on the collaboration and collective efforts of all stakeholders, including

students, families, educators, and community members.

The progress made by the Philippines in achieving inclusive education is commendable,

although there are still areas that require further attention and improvement. For inclusive

education to become a reality in the Philippines, several key factors must be addressed. Ensuring

that all schools are adequately equipped to accommodate students with disabilities is paramount.

Implementing ramps and elevators for students who use wheelchairs, Braille textbooks for students

who are blind or have low vision, and sign language interpreters for students who are deaf or hard

of hearing are important considerations.

Additionally, all teachers must receive adequate training to effectively educate students

with disabilities. The training should encompass a comprehensive range of topics, including

accommodations, modifications, and behavior management strategies. An effective strategy for

promoting inclusivity in schools involves providing teachers with specialized training to

effectively support and accommodate students with disabilities. To effectively support students
with disabilities, teachers must possess the ability to recognize and categorize various types of

disabilities. Additionally, they should comprehensively understand the capabilities and limitations

associated with each disability. It enables teachers to determine the most effective strategies and

approaches to facilitate the learning process for students with disabilities, as inclusive education

encompasses providing adequate resources for students with disabilities, including specialized

equipment and materials essential for their learning.

Furthermore, it is crucial to emphasize the necessity for increased government support. The

government must allocate funding towards inclusive education initiatives and enforce compliance

with educational laws across all schools. The importance of raising awareness about inclusive

education cannot be overstated. One important aspect of promoting inclusive education is

disseminating knowledge to parents, teachers, and students regarding its definition and

significance.

The importance of creating inclusive schools cannot be overstated. However, it is equally

crucial to recognize the significance of having well-equipped teachers who can effectively

contribute to this process. Inclusive education encompasses several key aspects that teachers

should be aware of. Teachers need to know about the various types of disabilities that students may

have. This encompasses a wide range of conditions, ranging from physical disabilities to learning

disabilities. Teachers need to have a thorough understanding of the accommodations and

modifications necessary for students to succeed in their academic pursuits.

Additionally, teachers must possess qualities such as patience and understanding. Students

learning preferences and needs vary, with some benefiting from additional time and support. The

act of being patient and aiding students at their individual pace is crucial. Teachers need to possess

open-mindedness and flexibility. Inclusive education is relatively new for many schools and
implementing it may necessitate certain adjustments. Teachers need to demonstrate a willingness

to modify their teaching style to effectively cater to the diverse needs of their students.

According to Llego (2022), the Philippines has actively implemented several programs and

initiatives to promote inclusive education. These ensure that students receive an excellent quality

education, impartial, and embrace inclusivity while deeply connecting to their cultural

background. Nevertheless, it is important to acknowledge that certain aspects necessitate

additional focus and enhancement. Schools must have sufficient resources and facilities for

teachers to undergo comprehensive training and to possess the ability to identify and classify

different types of disabilities. Government support plays a crucial role in promoting inclusive

education.

Raising awareness about inclusive education is paramount to fostering a more inclusive

society. To effectively implement inclusive education, teachers need to possess certain qualities.

These qualities include patience, understanding, open-mindedness, and flexibility. It is because

implementing inclusive education necessitates adjusting and accommodations.

Background Literature on Inclusive Education as Backbone of this Policy Study

Baog et al. (2022) stated that inclusive Education (IE) is a strategy by the Department of

Education to increase participation in the Philippines for children with disabilities. However, the

definition of IE is often inadequate, with students misunderstanding it and teachers needing to

properly assess it. This study aims to understand students' perceptions of IE and raise awareness

about its meaning. It also aims to provide proper orientation to teachers, staff, and stakeholders

and contribute to the attention of IE.

Meanwhile, Salcedo and Chua (2022) noted that the World Declaration on Education

guarantees every individual a basic entitlement to education, with inclusive education focusing on
individual needs. The Department of Education emphasizes integrating children with special needs

into inclusive environments. Proactive measures are taken to support students with internet or

technology access, ensuring optimal learning outcomes for learners with special educational needs

(LSENs).

Global educational policy reform focuses on incorporating children with diverse

backgrounds into mainstream classrooms, aiming to help students with disabilities and special

needs (SWDASNs) develop their skills and reach their full potential. Studies have shown that

inclusion in mainstream classrooms increases engagement and aligns learning with grade-level

competencies, boosting students' well-being (Lualhati, 2022).

Quinones (2022) positioned inclusive education (IE) as a trend in special education that

allows learners with special needs (LSN) to attend regular classes and be supported in learning,

contributing, participating, and responding to curriculum and instruction. This approach balances

opportunities for LSN and regular classmates, ensuring equal opportunities and experiences. IE

supports the educational needs of special individuals and allows them to be integrated into the

typical learning environment. However, integrating LSN with students with diverse backgrounds

and teachers is a challenge. The K–12 Program, which aims to develop skills for immediate

employment, has faced challenges in integrating special learners with diverse backgrounds.

Knowledge of special education can help identify the focus of an inclusive education program that

addresses LSN's concerns and assimilates them into a genuine academic community.

Inclusive education is crucial for diverse students with special educational needs, as it

ensures all learners have a right to education. In the Philippines, inclusive schools provide suitable

quality education and opportunities for skill enhancement. Early learners with special educational
needs are often mainstreamed in regular [kindergarten] classes, but some are diagnosed with

disabilities (Zerrudo, 2022).

Gender and development issues and inclusive education are crucial for child protection, as

teachers face numerous challenges in ensuring children's safety and inclusive environments.

Protecting children necessitates a comprehensive understanding of various factors, including child

risk discourses, vulnerability, security, and the strategies employed to safeguard them. The

statement aligns with the Department of Education's Child Protection Policy, which prioritizes the

child's best interests in all decisions and actions that impact children. The policy is designed to

offer specific measures to prevent violence and exploitation while ensuring appropriate care for

the well-being of individuals. The Department of Education emphasizes its commitment to a zero-

tolerance policy for child abuse, exploitation, violence, discrimination, and harassment. Inclusive

education is a practice that embraces the idea of accepting children from various backgrounds,

irrespective of their race, age, physical appearance, abilities, or disabilities. This approach is

supported by school personnel, parents, and the community, who actively encourage and promote

inclusivity (Hermosura, 2022).

Inclusive Education (IE) is a worldwide effort to ensure that all children have equal

education opportunities regardless of their additional needs. The endorsement of the United

Nations Children's Fund (UNICEF) and the United Nations Convention on the Rights of Persons

with Disabilities (UNCRPD) lends credibility and support to this initiative. In Asia, it is

noteworthy that all countries have signed and ratified the UNCRPD, which places significant

emphasis on the right to education for students with and without additional needs. Implementing

IE in certain countries has faced many challenges, problems, and obstacles. Bangladesh's
challenges include infrastructure limitations, attitudes, and the environment. Also, China's massive

population poses a significant challenge.

Additionally, there needs to be a more equal distribution of educational resources between

urban and rural areas. India faces a significant demand for additional resources, improved

infrastructure, innovative teaching methods, and diverse curricular and co-curricular activities. The

presence of policy implementation issues in Indonesia contributes to the existence of

discriminatory policies. Establishing effective communication channels between special and

ordinary schools is crucial to address this matter. The presence of leadership support and teachers'

positive attitudes towards mainstreaming SWANs in the Philippines are important factors

contributing to inclusive education's success. The concerns in Singapore revolve around cultural

and institutional hurdles, standardized assessment results, and teacher training programs. In

Vietnam, persistent discrimination issues exist, limited access to fair educational opportunities,

and disparities in teacher professional development (Arias et al., 2023).

Access to education is a basic right, and inclusive education (IE) is an approach that aims

to provide equal opportunities for all. IE is a framework that accepts disadvantaged learners,

particularly those with special needs. However, most research on IE has focused on would-be and

in-service teachers. To effectively implement IE, it is crucial to determine teachers' readiness, as

most studies focus on attitudes (Dioso et al., 2022).

In 2009, the Department of Education in the Philippines introduced Department Order No.

72 s. 2009, promoting inclusive education for increasing participation rates of children. However,

challenges such as limited resources, teachers' attitudes towards inclusive practices, preparedness

to teach children with special needs in virtual classrooms, and lack of skill hinder the success of

inclusive education. Teachers must be aware, ready, and skilled to effectively educate students with
special educational needs (SEN) and adopt the current trend of inclusive education (Dioso et al.,

2022).

According to Capampangan et al. (2023), inclusive education aims to ensure that all

students, including those with disabilities, have access to the same educational opportunities.

Teachers significantly impact fostering an inclusive classroom atmosphere and providing support

for diverse needs. Insufficient teacher preparation and support can contribute to the continuation

of inequalities and impede the effectiveness of inclusive education. Adequate preparation and

support have the potential to result in ineffective teaching methods and reduced academic

performance among students with exceptionalities. Teachers' attitudes and stereotypes could

hinder the effective implementation of inclusive education. The importance of researching

teachers' preparation and support cannot be overstated. It is crucial for ensuring effective teaching,

enhancing teacher confidence, meeting legal requirements, promoting equity, and facilitating

professional development. Examining the experiences and perspectives of teachers can offer

valuable insights into the difficulties, possibilities, and potential remedies involved in

implementing inclusive education policies.

According to Culajara and Culajara (2023), inclusive education is a fundamental right for

all individuals, and teachers play a crucial role in igniting hope and transformation in students'

lives. Teachers must possess the tenacity to maintain beliefs and values, transfer knowledge,

develop positive values, and improve the capacity of gifted students to overcome obstacles.

Inclusive education transforms how education is delivered, addressing the uniqueness and

differences of students. Teachers play a crucial role in inclusive education, combining shared

learning experiences with individualized learning opportunities.

 Bolotaolo (2019) divulged that inclusive classrooms are essential for providing quality

education to learners with special needs. In the Philippines, the Department of Education promotes

inclusive education, supporting the acceptance of all children regardless of race, size, shape, color,

ability, or disability. Regular receiving teachers are crucial in implementing inclusive education,

preparing students for special needs, and implementing Inclusive Education Programs (IEPs).

However, only 2% of the 2.2 million children with disabilities are adequately served.

UNESCO's Sustainable Development Goal No. 4 focuses on quality inclusive education.

This has led to increased efforts by global policy-making agencies and organizations to enhance

educational policies. The article highlights the importance of prioritizing policies that specifically

address the needs of marginalized groups, with a particular focus on individuals with disabilities.

In the context of the Philippines, various initiatives focus on promoting education for all. These

initiatives aim to foster an inclusive society where individuals have equal access to learning

opportunities. The article critically examines the issues present in current inclusive education

policies and evaluates the effectiveness of strategies implemented to support students from diverse

backgrounds (Abutazil, 2023).

Education systems are crucial in providing students with skills and training to enter the

workforce and fostering social cohesion among students from diverse socioeconomic

backgrounds. However, the COVID-19 pandemic has led to a significant drop in enrolment for

students with disabilities, with 40% of the nearly 240 million students worldwide excluded from

education programs. Children with intellectual disabilities are the most excluded, and early

intervention and education programs have shown positive outcomes for students with disabilities.

ASEAN members and East Asian countries face challenges in supporting increased funding for

education and providing equitable opportunities for returning students (Singh, 2022).
 Francisco et al. (2023) assumed that inclusive education (IE) is an educational approach

that focuses on incorporating students with special needs in learning. Introduced in the late 1980s,

it aims to provide equal opportunities and quality education to all students, regardless of their

abilities. Historically, people with disabilities were not given the right to proper education, but the

concept has evolved. Teachers must possess skills, knowledge and be proactive, respectful, and

aware of disabilities and class differences.

The Problem

From a global standpoint, inclusive education aims to provide equal opportunities for all

children, regardless of disabilities or minority languages, by integrating them into the same

classrooms and schools. The approach prioritizes recognizing and appreciating the distinct

contributions made by students from various backgrounds, fostering an environment that facilitates

personal and intellectual advancement for everyone involved.

Article 28 of the United Nations Conventions on the Rights of the Child states that every

child has the right to education. Likewise, Article 23 emphasizes that, regardless of the holistic

conditions of a child, children have the right to enjoy a full life with dignity and to participate as

far as possible in their community.

From a local perspective, one of the critical components of the MATATAG agenda of the

Department of Education is to take good care of learners by promoting learner well-being,

inclusive education, and a positive learning environment.

The implementation of inclusive education plays a crucial role in enhancing the overall

quality of education for children and effectively addressing discriminatory attitudes. The

educational approach encompasses integrating students from various backgrounds, promoting the

appreciation of their individual perspectives, and nurturing an environment of mutual respect and
comprehension. The successful implementation of this approach necessitates the incorporation of

various philosophies, resources, and support systems to cater to the needs of all students. Educators

should possess the essential training, flexibility and help to effectively teach students with diverse

needs. The successful implementation of any initiative relies heavily on three key factors: financial

support, parental empowerment, and community participation (Open Society Foundations, 2019).

However, there are numerous obstacles to the implementation of inclusive education. These

challenges include insufficient resources, inadequate training that needs clear objectives,

conflicting laws regarding inclusive education, limited government support, appropriate

curriculum, effective classroom organization, suitable assessment practices, low awareness of

inclusive education, and continuous collaboration among stakeholders.

This systematic review presents various challenges in implementing inclusive education,

backed by global perspective and local contexts.

Problem Objective

Studying inclusive education builds an educational system that embraces diversity, nurtures

individual strengths, and ensures that every student can fully participate and succeed in learning.

Inclusive education strives to create a more inclusive and just society. This paper aims to

determine challenges in implementing inclusive education and the recommended policies to

address these challenges.

Specifically, it sought to provide analysis on the following questions:

1. What are the challenges in implementing inclusive education in the Philippines?

2. What policies may be developed based on the challenges in implementing inclusive

education?
 3. What implications may be drawn based on the literature and studies on inclusive education

in the Philippines?

Policy Model

This paper utilizes rational model to justify the challenges and prospects of implementing

inclusive education programs. The Rational Policy Model is a conceptual framework employed in

the analysis and formulation of policies and in the process of making informed decisions. The

underlying assumption is that policymakers exhibit rational behavior, wherein they systematically

evaluate the entirety of accessible information, assess the advantages and disadvantages associated

with various policy alternatives, and ultimately select the option that optimally aligns with their

objectives or goals. This model emphasizes the significance of employing logical reasoning,

conducting systematic analysis, and making decisions based on evidence within the policy process.

Inclusive education programs, prior to its implementation, underwent systematic

evaluation, in which education experts exhibit rational behavior in crafting the mandate.

Likewise, it also utilizes the incremental policy model. The Incremental Policy Model is a

methodological framework for formulating and implementing policies characterized by adopting

gradual and incremental changes implemented through small-scale steps. The emphasis lies in

utilizing the existing policy framework as a foundation for decision-making rather than

commencing from a blank slate. The model recognizes the constraints imposed by the existing

resources and emphasizes the importance of striking a balance between gradual modifications and

maintaining stability.

Developing and executing policies on inclusive education, particularly in making changes,

should be done gradually and incrementally, using small-scale steps. Various current policy

frameworks are bases for decision-making by policy experts. Thus, acknowledging the limitations
imposed by the existing resources and highlighting the significance of finding a middle ground

between making gradual changes and preserving stability.

Analysis

Challenges in Implementing Inclusive Education

Numerous studies on inclusive education present gaps and challenges. For instance,

Zerrudo (2022) showed a high level of implementation of inclusive education programs. Dioso et

al. (2022) found high readiness in classroom instruction, performance assessment, and progress

monitoring but moderate readiness in curricular content in inclusive education implementation.

However, Quinones (2022) showed respondents are moderately aware of special education and

somewhat prepared to handle LSN in their classes. Bongabong et al. (2022) revealed a need for

comprehensive understanding among teachers and parents regarding inclusive education.

Baog et al. (2022) argued that inclusive education ends discrimination and provides a

learning environment for children with or without disabilities. Likewise, Salcedo and Chua (2022)

showed a significant relationship between school practices, implementation barriers, and inclusion

realities. As such, Lualhati (2022) found that teacher education programs for inclusive education,

including collaborative teaching and techniques, were highly effective but only effective in

collective experiences.

Nevertheless, Arias et al. (2023) emerged eight challenges in implementing inclusive

education in Asia. These include insufficient resources, lack of purposeful training, contrasting IE

laws and policies, weak government support, appropriate curriculum, classroom organization,

assessment practices, awareness of IE, and constant collaboration among stakeholders. Relatively,

Culajara and Culajara (2023) identified three themes in inclusive education: lack of training,

personalization in pedagogy, and upskilling teachers' competency in inclusive education. Further,

Quizana and Espiritu (2023) extracted challenges, including behavioral problems, communication

challenges, lack of parental involvement, and chronic absenteeism. Coping strategies include

differentiated instructions, emotional understanding, professional development, and seeking

assistance. Furthermore, Arcuino et al. (2022) found key themes in inclusive education

implementation, including keeping informed, realizing moral obligation, and holistic

development. Coping mechanisms include psychosocial, ethical, and religious support and

teachers as role models for youth.

Moreover, Verdeflor and Castillo (2022) identified challenges in inclusive education,

including a lack of resources and money and difficulty accessing quality education. Kilag et al.

(2023) highlighted challenges like lack of resources, resistance, and cultural biases. Francisco et

al. (2023) showed pro-inclusive attitudes, with a sense of duty to provide inclusive education.

Moreover, Alido et al. (2023) showed moderate preparedness in collaboration, teaming,

instructional methods, inclusion, planning, and transition planning. The study suggested capacity

building through awareness raising, coaching, and identifying thematic issues. Capampangan et

al. (2023) revealed that educational attainment, teaching experience, and participation in relevant

training courses impacted the preparation and support for inclusive education. Likewise, the latter

implied designing targeted support, fostering diversity, and promoting professional development

in inclusive education.

In this tribe, inclusive education (IE) is a strategic approach implemented by the

Department of Education to enhance the participation of children with disabilities. The definition

of IE needs to be revised, leading to misunderstandings among students and a need for improved

assessment methods among teachers. The World Declaration on Education ensures that every

person has a fundamental right to education, emphasizing the importance of inclusive education
that caters to individual requirements. The Department of Education prioritizes integrating

children with special needs into inclusive environments, aiming to maximize learning outcomes

for learners with special educational needs.

Inclusive education plays a critical role in meeting the needs of diverse students with

special educational requirements, as it guarantees equal access to education for all learners. In the

Philippines, inclusive schools aim to offer high-quality education and create opportunities for skill

development. Integrating LSN with students from diverse backgrounds and teachers presents a

significant challenge. The endorsement of inclusive education by organizations such as UNICEF

and UNCRPD is substantial. It is worth noting that countries like Bangladesh, China, India,

Singapore, and Vietnam have signed and ratified the UNCRPD.

To successfully implement IE, it is essential to assess teachers' readiness, given that

existing research on IE has primarily examined attitudes. Teachers have a significant impact on

creating an inclusive classroom environment and helping students with diverse needs. The lack of

adequate teacher preparation and support can significantly impact the perpetuation of inequalities

and impede the overall effectiveness of inclusive education. The importance of inclusive education

lies in its ability to effectively prepare students with special needs and facilitate the implementation

of Inclusive Education Programs (IEPs). Only a small percentage, specifically 2%, of the total

population of 2.2 million children with disabilities receive sufficient support and services.

UNESCO's Sustainable Development Goal No. 4 focuses on prioritizing quality inclusive

education. In the Philippines, various initiatives aim to promote education for all.

Policy Options

Policies may be Developed

 The successful implementation of inclusive education necessitates the development of a

thorough and carefully planned collection of policies that address multiple aspects of the

educational system. Through the implementation of these policies and the adoption of a holistic

approach, educational systems have the potential to establish an inclusive environment that fosters

academic, social, and emotional growth for all students. The following are crucial policies that are

deemed necessary for the effective implementation of inclusive education:

Laws and Frameworks. The legal framework and anti-discrimination laws ensure

equality and fairness in society. These laws provide a framework for addressing and preventing

discrimination based on various factors such as race, gender, religion, disability, and sexual

orientation. They aim to It is important to establish and implement legislation and policies that

safeguard the rights of students with disabilities, special needs, or from marginalized backgrounds.

These measures should provide these students equitable opportunities to receive a high-quality

education and shield them from discrimination.

Curriculum Design. Universal Design for Learning (UDL) is a framework that promotes

integrating UDL principles into various aspects of education, such as curriculum development,

instructional strategies, and assessment methods. The aim is to create an inclusive learning

environment that caters to all students' diverse needs and learning styles. The development and

provision of inclusive curriculum materials, including textbooks, learning resources, and assistive

technologies, is essential to meet the needs of diverse learners.

Continuing Professional Development. Investing in continuous training and professional

development programs for teachers is crucial to ensure they have the necessary knowledge and

skills to teach in inclusive classrooms effectively.

Curriculum Delivery. The process of creating and implementing Individualized Education Plans

(IEPs) involves developing personalized plans for students with specific learning needs. These

plans outline the accommodations and support required to meet the student's educational

requirements.

Collaboration. The collaborative team approach fosters collaboration among teachers,

parents, support staff, and specialists. This collaboration is focused on developing and

implementing inclusive education strategies. The goal is to ensure each student receives a

coordinated and supportive approach.

Intervention. Early Intervention Programs are designed to identify and address learning

difficulties at an early stage. The primary goal is to prevent long-term academic challenges by

intervening early on.

Facilities and Infrastructure. The importance of infrastructure and accessibility in

schools cannot be overstated. It is crucial to ensure that schools are physically accessible and have

the necessary facilities to accommodate students with disabilities. It includes making reasonable

adjustments to create an inclusive learning environment for all students. One way to promote a

positive and inclusive school environment is by implementing social and emotional support

systems, such as counseling services and peer support programs. These initiatives can provide

students the necessary support and resources to address their social and emotional needs.

Stakeholders' Engagement. The involvement of parents and the local community in

decision-making processes is crucial for fostering partnerships that enhance understanding and

support for inclusive education. The goal is to create an inclusive school culture that recognizes

and appreciates diversity. This culture should actively promote inclusive practices, ensuring every

student feels a sense of belonging, respect, and inclusion.

 Zerrudo (2022) recommended intensive training, seminars, professional and financial

support for [kindergarten] teachers, and conducting child finds by Special Education and regular

teachers. Quinones (2022) suggested training teachers in special education is necessary for their

inclusion and career advancement. Baog et al. (2022) recommended proper orientation and

dissemination of information among stakeholders are crucial for transforming the education

system from exclusive to inclusive.

Lualhati (2022) recommended designing programs that empower future teachers to

embrace diversity. Arias et al. (2023) recommended adequate fund allocation, revisiting existing

laws, professional development programs, and administrative support for IE implementation in

Asian countries. Capampangan et al. (2023) implied designing targeted support, fostering

diversity, and promoting professional development in inclusive education.

Bongabong et al. (2022) recommended that various stakeholders, including DepEd, school

administrators, Gen Ed kindergarten teachers, SpEd teachers, and parents, should prioritize

continuous improvement in inclusive education, specifically in the kindergarten context. This is

necessary to effectively tackle the challenges in an inclusive classroom setting. Culajara and

Culajara (2023) emphasized the importance of collaboration, diversity, and personalization in

teaching, emphasizing the need for strengthening and expanding inclusive education to provide

equal opportunities and support for all students.

Quizana and Espiritu (2023) included differentiated instructions, emotional understanding,

professional development, and seeking assistance as coping strategies. Arcuino et al. (2022)

included psychosocial, ethical, and religious support and teachers as role models for youth as

coping mechanisms. Alido et al. (2023) suggested capacity building through awareness raising,

coaching, and identifying thematic issues.

Implications Based on the Literature and Studies

This paper implied several key aspects in implementing inclusive education, including

mapping, assessment, curriculum implementation, and parental involvement. The improvement of

the inclusive education system lies in intensive training, seminars, and professional and financial

support for teachers. Teachers are widely regarded as important in the context of inclusion. The

necessity of training for teachers is evident to promote inclusion and facilitate career advancement

opportunities for these educators.

Inclusive education encompasses various aspects. These include the integration of different

strands and tracks, the incorporation of multiple intelligences, the elimination of discriminatory

practices, and the creation of an inclusive learning environment that caters to both children with

and without disabilities. Teachers have a strong perception of preparedness to effectively

implement inclusive education practices. The effectiveness of teacher education programs for

inclusive education, encompassing collaborative teaching and techniques, was high. However, it

should be noted that this effectiveness was primarily observed in collective experiences. Higher

authorities must develop programs that enable future teachers to actively embrace diversity.

Likewise, implementing inclusive education fosters challenges. These challenges include

insufficient resources, a lack of purposeful training, contrasting laws and policies related to

inclusive education, weak government support, an appropriate curriculum, effective classroom

organization, suitable assessment practices, awareness of inclusive education, and constant

collaboration among stakeholders.

Several important issues emerged, such as the necessity for teachers and parents to have a

comprehensive understanding of inclusive education, the difficulties faced in referring students to

special education specialists in an effective manner, the challenges posed by large class sizes, and
the inadequacy of teacher training. Teachers must stay informed, recognize their moral

responsibility, and promote holistic student development. Fostering an inclusive culture,

implementing collaborative leadership practices, promoting educational equity, and utilizing

effective communication methods are also important.

Conclusions

Inclusive Education (IE) is a strategy to enhance the participation of children with

disabilities. The definition of IE needs to be revised, leading to misunderstandings among

stakeholders and a need for improved assessment methods. Inclusive education ensures that every

person has a fundamental right to education, emphasizing its importance that caters to individual

requirements. The Department of Education places a strong emphasis on the integration of children

with special needs into inclusive environments. This focus aims to ensure that learners with special

educational needs (LSENs) can achieve the best possible learning outcomes.

Moreover, global educational policy reform centers on integrating children from diverse

backgrounds into regular classrooms. The primary goal is to support students with disabilities and

special needs (SWDASNs) in their skill development and enable them to achieve their maximum

potential. Inclusive education is a form of education that aims to meet the educational requirements

of individuals with special needs by integrating them into the regular learning environment.

Integrating LSN with students from diverse backgrounds and teachers poses a significant

challenge. The K-12 Program has encountered difficulties in effectively incorporating special

learners with diverse backgrounds, despite its objective of equipping students with skills for

immediate employment.

Inclusive education plays a critical role in meeting the needs of diverse students with

special educational requirements, as it guarantees equal access to education for all learners. The
conception of inclusive schools aims to offer high-quality education and various opportunities for

skill development. The success of IE depends on various critical factors, including infrastructure

limitations, attitudes, and the environment. Ensuring equal distribution of educational resources

between urban and rural areas is also essential.

The lack of adequate teacher preparation and support can perpetuate existing inequalities

and hinder the overall effectiveness of inclusive education. The attitudes and stereotypes held by

teachers have the potential to impede the successful integration of inclusive education.

Investigating teachers' preparation and support is essential for guaranteeing teaching effectiveness,

boosting teacher confidence, fulfilling legal obligations, promoting fairness, and facilitating

professional growth.

Inclusive education is a fundamental right that should be afforded to all individuals. It is

important to recognize teachers' significant role in fostering hope and facilitating transformative

experiences in the lives of students. Inclusive education can revolutionize education delivery and

enhance students' lives by considering their perceptions, offering comprehensive teacher

orientation, implementing policy reforms, and catering to their individual needs. The presence of

inclusive classrooms is essential to ensure that learners with special needs receive a high standard

of education.

Learning institutions actively promotes inclusive education, advocating for the acceptance

and support of all children, irrespective of their race, size, shape, color, ability, or disability.

Teachers play a critical role in the successful implementation of inclusive education. They are

responsible for preparing students with special needs and ensuring the effective implementation of

Inclusive Education Programs (IEPs).

 From a global point of view, only a small fraction, specifically 2%, of the total population

of 2.2 million children with disabilities receive sufficient support and services. The Sustainable

Development Goal No. 4 of UNESCO emphasizes quality inclusive education. It has resulted in

heightened efforts from global policy-making agencies and organizations to improve educational

policies. In the Philippines, several initiatives prioritize promoting education for all individuals.

These initiatives aim to create an inclusive society where everyone has equal opportunities to

access and benefit from education. The COVID-19 pandemic has resulted in a notable decrease in

enrollment rates for students with disabilities. Approximately 40% of the global student

population, which amounts to nearly 240 million students, have been unable to access educational

programs. Inclusive education (IE) is a system that strives to ensure that all students have equal

opportunities and receive a high-quality education regardless of their abilities.

Research has indicated that teachers must have a combination of skills and knowledge and

the ability to be proactive, respectful, and mindful of disabilities and class disparities. The effective

orientation and dissemination of information among stakeholders play a critical role in

transforming the education system, shifting it from being exclusive to becoming inclusive. The

findings of multiple studies emphasize the significance of having professional development

programs and instructional resources in effectively implementing inclusive education integration.

In Asia, the implementation of inclusive education faces several challenges. These

challenges include insufficient resources, inadequate training programs, inconsistencies between

inclusive education laws and policies, limited government support, appropriate curriculum

development, effective classroom organization, suitable assessment practices, low awareness of

inclusive education, and the necessity for continuous collaboration among stakeholders. Teachers'
readiness for inclusive special education is influenced by factors such as their educational

attainment, teaching experience, and participation in relevant training courses.

Several key issues emerged from the data. These issues included the importance of

fostering a comprehensive understanding among teachers and parents, the challenges faced when

referring students to special education specialists, the impact of large class sizes on teacher

effectiveness, and the inadequacy of teacher training in addressing special education students'

needs. To address these challenges, teachers engaged in a discussion about various strategies.

These strategies included seeking support from special education teachers, implementing

reinforcement and reward systems, using differentiated instruction, and optimizing learning

materials.

Recommendations

To properly implement inclusive education, this paper recommends the following: support

for teachers. Programs must be designed that empower future teachers to embrace diversity,

adequate fund allocation, revisiting existing laws, professional development programs, and

administrative support for inclusive education implementation. Likewise, there must be

collaboration, diversity, and personalization in teaching, differentiated instructions, emotional

understanding, and continuing professional development, and seeking assistance as coping

strategies. There must be awareness raising, coaching, and identifying these issues.

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