The challenges and practices of teachers on inclusive education, are examined in this study. The study emphasizes the goal of the global inclusive education movement, which is to integrate all learners - especially those with disabilities - into regular classroom settings. Notwithstanding notable advancements, such as the rise in the number of children with disabilities enrolled in mainstream classrooms, inadequate training for teachers, and inequalities in the application of policies. The study employed self-designed questionnaires to five teachers from various schools, with data analysis using qualitative research methods. The result shows that there are still lot of gaps in the efforts being made to improve inclusive education through teacher training programs and policy frameworks. These include insufficient infrastructure in schools, geographical differences in the accessibility of resources, and low community knowledge on inclusive approaches. In order to solve these issues and advance successful inclusive education strategies that benefit all learners, the research ends by urging cooperation, which will help the Philippines’ educational system become more egalitarian.
Read full abstract