Synthesis of Inclusive Teacher Education Reforms in the Philippines: A Meta-Aggregative Study
Keywords:
Inclusive Education, Special Education (SPED), Teacher Education Reform, Meta-aggregation, Equity AgendaAbstract
This qualitative study employs a meta-aggregation research methodology to synthesize existing evidence regarding inclusive teacher education reforms in the Philippines. Drawing inspiration from historical analyses of the general-special education divide, this research interrogates the specific intersections where these two traditionally parallel systems meet within the Philippine context. Through a systematic search of local academic repositories and peer-reviewed journals, qualitative findings were extracted, categorized, and synthesized to identify the drivers and inhibitors of cohesive teacher preparation. The synthesis reveals that despite robust policy mandates for inclusion, structural constraints—including fragmented curricula, compartmentalized funding, and deeply ingrained professional norms of separation—continue to hinder a unified equity agenda. The findings suggest that current reforms, such as the Philippine Professional Standards for Teachers (PPST), provide a platform for integration that remains underutilized. This study concludes with evidence-based recommendations for "re-envisioning" teacher education through dual-certification models and collaborative institutional leadership. By moving beyond a "siloed" approach to disability, the study advocates for a comprehensive equity framework that prepares Filipino educators to support students across multiple, intersecting diversities, ensuring that inclusive education moves from mere policy to classroom reality.
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Copyright (c) 2026 ARE-PEE M. CASTALONE, GLENDA B. ONG, HAZEL T. BARBA, ROBERT BAUTISTA MUDA, HYDIE M. DE GUZMAN, PhD (Author)
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