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Conceptualizing Inclusive Education in the Philippines: A Consensus-Building Approach

2015, Zenodo (CERN European Organization for Nuclear Research)

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Journal of Marketing Management and Consumer Behavior

Joel Cayabyab , Journal of Marketing Management and Consumer Behavior

To improve the implementation of inclusive education (IE) in the Philippines would require assessment of the status of its implementation. This study identified the level of implementation of IE in Region I, Philippines using a validated survey questionnaire administered among one hundred eighty-one (181) faculty members of four (4) state universities and colleges in 2016. Findings revealed that generally inclusive education was 'moderately implemented'. Further, of the three areas assessed, Teachers' Preparation and Competence was rated as high implementation, while both Physical Plant and Facilities and Academic Policies was rated as moderate implementation. Furthermore, age, years in service, academic rank, and highest educational attainment revealed a significant difference in implementation while sex does not show significant difference. These findings could be used to enhance the implementation of inclusive education in Region I, Philippines and in overseas with similar context.

The Asian ESP Journal

Maria Roxainne O Nuñez

The growing population of students brought the opportunity to welcome diversity inside the classroom, which put ‘inclusive education’ (IE) into implementation in many parts of the world. However, despite the diversity, abilities and disabilities inside the learning environment, teachers and students shared a common goal in education and that is to learn. Thus, educational institutions have delved into implementing programs that would cater each learner’s needs regardless of his abilities and disabilities. Studies regarding successful implementation of inclusive education have been conducted mostly in Middle East countries while in the Philippines; research in this aspect is limited. Hence, this paper was conceptualized to determine the perception and attitude among Filipino High School teachers which takes a huge part in the successful implementation of the program. Moreover, methodology of this study utilized a qualitative descriptive research design among 7 high school teachers which according to Denzin and Lincoln (1994), is a method that involves interpretation of phenomena in order for the researcher to clearly understand on how the respondents make meaning from their past experience. Furthermore, regarding with the results, it is found that teachers were revealed to have moderately defined inclusive education despite the lack of professional training they possess. Additionally, teachers’ attitude towards IE is also investigated and favourable attitudes were revealed by Filipino high school teachers.

International Journal for Research in Applied Science & Engineering Technology (IJRASET)

IJRASET Publication , Niña Bailareyna Villegas , JULIE MARIE MACABENTA

This study provided a meta-synthesis of Filipino teachers' experiences with inclusive education. It used 15 of the 214 preliminary researches and was filtered using a set of selection and exclusion criteria. Furthermore, the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) flow diagram was used to arrange the chosen research papers. In six steps by Clark and Braune, constant comparison and thematic analysis yielded eight (8) themes and two (2) meta-themes. According to the findings, 21st-century teachers are progressing in adhering to continuing professional education, adopting inclusion policies, and incorporating instructional innovations and activities to promote inclusivity. Teachers experienced recurring obstacles such as insufficient preparedness and expertise for special education, a lack of educational services, and general social contexts that substantially impact teacher teaching. However, professionalism and perseverance in adjusting inclusion justify the teacher's responsibility to sustain resilience and inventiveness for their students in a challenging educational environment. It concludes that inclusive education necessitates progressive teacher education and ongoing provision of instructional aids and services. It suggests that schools incorporate a variety of training modules and seminars for general education instructors to achieve the criteria for conducting inclusive education programs. In order to resolve the concerns about inclusive education, the local community education committee, parents, teachers, and school personnel should work together.

kristan emmanuel salapare

This article is a study on the knowledge and involvement of schoolteachers, school administrators, and parents of children with special needs (CSN) in the implementation of inclusive education (IE). One set of research questions was aimed at determining the participants' concept of IE and how they are involved in its practice. The other set of questions was aimed at finding whether there is a significant difference among the answers given by the participant groups regarding their concept of and involvement in IE. The problems related to IE were approached using grounded theory and quantitative analysis. Utilizing a modified survey questionnaire, data was collected from 91 participants who have a firsthand knowledge of and experience with inclusive schools located in Quezon City, Metro Manila, Philippines. Research hypotheses were tested after open coding had been completed and an answer was given to each qualitative research question. It has been found that the participants neither question nor resist the practice of inclusion in their respective general education settings. They admit, however, that they are not sure whether their understanding of IE conforms to widely accepted definitions. The participants are in doubt whether their claimed practices are potent enough to be responsive to the requirements of high-level inclusive education. No significant difference was noted among the participants' mean scores in the survey of their knowledge of IE and involvement in IE. K E Y W O R D S inclusive education, children with special needs, practice of inclusion, normalization, general education

Juan Rafael Macaranas

The art of teaching well necessitates constant tuning in with the changing times. To thrive as a teacher, I need to be constantly updated and mindful of the philosophical thoughts behind the changes to anchor my pedagogical approach. One recent challenge requiring special attention is inclusive education. After teaching for more than two decades, I am a witness to how my school, De La Salle-College of Saint Benilde, readily adapts to current and post-modern thoughts in education. Inclusive education has become increasingly manifested in the evolved programs, courses and schools, and the student profile. My academic interest in philosophy of education enables me to rationalize the flow of changes as I continually explore innovative, creative, multi-intelligence, multi-and interdisciplinary approaches in the classroom. In this paper, I share my practice in teaching and learning as I handle increasingly diverse students. I briefly describe my philosophy of education, primary methodology, and support strategies and activities that enable me to flexibly respond to my students' needs. Given the inclusivity challenge, my goal is not only to accommodate their special needs and varied learning styles, but, more importantly, to harness their diversity as an add-on to their total learning experience. This outlook makes me see the added learning opportunity and positivizes my attitude towards accommodating students with special learning needs in my regular classes. I join colleagues who assert that inclusive education may appear daunting, but it is necessary and doable.

sciepub.com SciEP

Inclusive education ensures that all children have access to an appropriate, relevant, affordable and effective education within their community. Yet, inclusive education is found difficult to build in poorer developing countries. The study looked into the challenges of inclusiveness for teacher education along policy, curriculum, materials, and methodology of State Universities and Colleges (SUCs) in the Philippines offering teacher education programs to estimate their vulnerability. Descriptive survey method of research was employed with the aid of questionnaire checklist which was administered to 89 Deans of the College of Teacher Education of SUCs in the country. Principal component analysis model was obtained and used to determine the coefficients of resilience and vulnerability indices. The study revealed that teacher education institutions in the country were intensely vulnerable in the challenges on policy, curriculum, materials, and methodology. This necessitates that inclusive education policy should be part of the broader dynamics and processes of the policy-making body. Teachers should be learning about, experiencing, and practicing inclusive approaches to teaching and learning throughout their professional development to promoting inclusive education. The needs to be matching revision of the materials used in teacher education programs should be seen essential, and inclusive teaching methodology should be intrinsically linked to and mutually supportive of inclusive curricula.

Asian Journal of Education and Social Studies

Lyra Paz Lluz

Every learning institution envisions to uphold the principles of inclusive education. A higher education institution like Eastern Samar State University must accommodate all learners of different backgrounds, with or without special needs. Hence, this phenomenological study was conducted to explore views and experiences of faculty on inclusive education, with particular focus on their encounter with students with special needs (SENs). Data gathered through in-depth interview of five selected faculty members with direct experiences on students with special needs in their classes, were transcribed and coded for themes and patterns. Results revealed that the research participants have the basic understanding of inclusive education. Faculty members consider their inclusive teaching experiences challenging and become more interventionist in providing learning activities to students with and without special needs. Major challenges encountered by the faculty members are on their preparedne...

Psychology and Education: A Multidisciplinary Journal

Psychology and Education

According to the principle of inclusion, everybody has an inherent right to participate fully in society. Inclusion requires the acceptance of differences. It allows for the inclusion of individuals who would otherwise be denied educational opportunities critical to the development and growth of all students. This study aimed to scrutinize and assess the availability of teaching and learning resources for the implementation of inclusive education at the selected elementary schools in the Division of Agusan del Sur and the Division of Tandag City, Surigao del Sur, Philippines. In order to determine the accessibility of teaching and learning resources and teachers' attitudes toward considering students' assistance needs in the classroom setting, this study would analyze the critical factors in determining whether inclusive education is successfully implemented or unsuccessfully. To collect data for this study, a descriptive survey research design was used. The permanent teachers were the study's target group and its respondents. The introduction of inclusive education at the participating schools will improve curriculum delivery, cater to the requirements of students who require special help, and increase student enrollment and retention at the said schools. The majority of the 150 teachers who responded to the statements and gave their opinions strongly agreed with the assertion. The implementation of inclusive education depends on the availability of teaching and learning resources, which has a detrimental effect.

International Conference on Education

Isabel C Cole

International Journal of Inclusive Education

Umesh Sharma

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Madrasah Education Program implementation in the Philippines: an exploratory case study

PurposeThe purpose of the paper is to explore the implementation of Madrasah Education Program (MEP) in selected Arabic Language and Islamic Values Education (ALIVE) schools in Quezon City, Philippines and identify some challenges faced in their implementation practice.Design/methodology/approachThis study utilized qualitative method of research using exploratory study, employing in-depth interviews, document analysis, and observation. The authors used purposive sampling with eight research participants: one Administrator, three ALIVE Coordinators, and four Madrasah Teachers or Asatidz.FindingsThe main findings in the MEP implementation, generally, the schools delivered some program goals through institutional support, pedagogical and instructional development, and enrichment of cultural diversity in the school community. However, the study identified some major challenges affecting the program implementation in selected ALIVE schools such as: lack of permanent infrastructure, limited instructional resources, learners' absenteeism, low and delayed Asatidz allowances, and cultural variances among Muslim Filipinos.Research limitations/implicationsThe results of the study provide a general overview of MEP implementation and the major challenges experienced by program implementers. However, the study is limited to three selected ALIVE schools in the Philippines.Practical implicationsThese results are useful in guiding education stakeholders in evidence-based policymaking to further improve the implementation of Madrasah Education.Originality/valueThis study provides enrichment of evidence-based research especially on the lived experiences of grassroots implementers. Fewer studies on Madrasah Education were conducted outside the Bangsamoro Autonomous Region (BARMM) particularly in the context of a non-Muslim dominated locale.

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Science Education in the Philippines

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Comparative and Decolonial Studies in Philosophy of Education pp 73–88 Cite as

Sikolohiyang Pilipino : Implications for Formal and Informal Learning Institutions and Settings in the Philippines

• Czarecah Tuppil Oropilla   ORCID: orcid.org/0000-0002-6254-7170 2 ,
• Jean Canino Guadaña   ORCID: orcid.org/0000-0002-6917-8718 2 &
• Charla Rochella Santiago-Saamong   ORCID: orcid.org/0000-0003-4026-5639 3  
• First Online: 19 March 2023

313 Accesses

This chapter offers a brief introduction to Sikolohiyang Pilipino (Filipino psychology) and its proponent Virgilio Enriquez. Afterward, it delves into a discussion of how Sikolohiyang Pilipino can impact both educational institutions and informal institutions such as in family and community settings. The use of Sikolohiyang Pilipino as a lens through which one can view education can deepen one’s understanding of educational concepts within Filipino culture. The chapter focuses on the case of the Philippines and presents the importance of the use of philosophical arguments associated with diverse cultural perspectives to challenge existing biases in research. Emphasis is also placed on the need to be mindful in the process of applying concepts that predominate in one culture to another.

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With permission granted on behalf of Dr. Virgilio Enriquez through the Secretariat of Pambansang Samahan sa Sikolohiyang Pilipino (National Association for Sikolohiyang Pilipino, Inc.).

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Czarecah Tuppil Oropilla & Jean Canino Guadaña

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Oropilla, C.T., Guadaña, J.C., Santiago-Saamong, C.R. (2023). Sikolohiyang Pilipino : Implications for Formal and Informal Learning Institutions and Settings in the Philippines. In: Hebert, D.G. (eds) Comparative and Decolonial Studies in Philosophy of Education. Springer, Singapore. https://doi.org/10.1007/978-981-99-0139-5_5

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