Education
Volume: 139 , Issue: 1 , December Published Date: 17 December 2023
Publisher Name: IJRP
Views: 417 , Download: 681 , Pages: 23 - 33
DOI: 10.47119/IJRP10013911220235772
Publisher Name: IJRP
Views: 417 , Download: 681 , Pages: 23 - 33
DOI: 10.47119/IJRP10013911220235772
Authors
| # | Author Name |
|---|---|
| 1 | Emma Grace Cagas |
| 2 | Wenefredo E. Cagape |
| 3 | Michaelson Jasper P. Duyan |
| 4 | Railenn Logdonio |
Abstract
This research project centers on improving inclusive education practices, specifically focusing on Davao City, Philippines, where challenges in implementing inclusive education have been observed. Drawing on the experiences of educators, the study identifies critical issues in teaching practices, encompassing high expectations, full participation, communication strategies, curriculum and instruction, family-school partnerships, future planning, social relationships, professional development, ongoing assessment, team collaboration, and self-determination. Inclusive education, a globally accepted educational strategy, ensures that every student can learn in a supportive and non-discriminatory environment. Aligned with the human right to education, as stated in the 1948 Universal Declaration of Human Rights, inclusive education advocates for accessible, equitable, and quality education for all, free from discrimination based on various factors. Examining international contexts, the research references a Namibian study revealing barriers to inclusive education, such as rigid curricula, insufficient training, resources, and instructor leadership support. Similar challenges were identified in New Zealand, where early childhood programs exhibited varying degrees of responsiveness to children with special needs. Motivated by these findings, the researchers aim to investigate the placement of students with disabilities in inclusive education programs, the provision of inclusive education training, and the overall effectiveness of the initiatives implementation. The study also explores inclusive education practices in the Philippines, seeking insights into the perspectives of educators and stakeholders involved in both Special Education (SPED) and General Education (GenEd) programs. The results of this research are anticipated to provide valuable information on the efficacy of inclusive education practices and the strategic planning of educators in handling students with disabilities within the Philippine inclusive education framework. Ultimately, the findings aim to contribute to enhancing inclusive education practices in Davao City and offer insights applicable to broader educational contexts in the Philippines.