Inclusive Education: A Systematic Review of Special Education in the Philippines

Authors

Keywords:

special education, inclusive education, Philippines, legal frameworks, Department of Education

Abstract

This systematic review examines the state of special education in the Philippines, focusing on legal frameworks, Department of Education (DepEd) policies, and associated challenges. Despite strong legal mandates, implementation gaps persist, particularly in resource allocation and infrastructure. Inadequate teacher training and limited stakeholder engagement further hinder inclusive education efforts. The review identifies key challenges, including the shortage of SPED centers and trained teachers, infrastructure deficiencies, and insufficient support systems. Findings underscore the need for improved policy implementation, comprehensive teacher training, and enhanced stakeholder collaboration. Addressing these challenges is crucial to create inclusive learning environments for students with disabilities. Policymakers, educators, and stakeholders must work together to overcome barriers and ensure equitable access to quality education for all learners, aligning with international standards and constitutional mandates.

References

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Published

2024-07-01 — Updated on 2024-07-09

Versions

How to Cite

Kilag, O. K., Uy, F., Gier, R. A., Cabaluna , M. F., Canonigo , K., Seblos , K. ., & Doroy , E. (2024). Inclusive Education: A Systematic Review of Special Education in the Philippines. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(7), 55-61. https://risejournals.org/index.php/imjrise/article/view/564 (Original work published 2024)

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