INCLUSIVE EDUCATION IN THE PHILIPPINES: A CONCEPT ANALYSIS USING THE WALKER AND AVANT METHOD

This study presents a comprehensive concept analysis of inclusive education in the Philippines using Walker and Avant’s methodology. Through a systematic review of literature, policy documents, and empirical data, the research examines how inclusive education is conceptualized and implemented within the Philippine educational framework. Despite significant advancements through legislative measures such as Republic Act No. 11650 (Inclusive Education Act) and the establishment of Inclusive Learning Resource Centers (ILRCs), substantial challenges persist. The findings indicate that inclusive education in the Philippines aims to provide equal learning opportunities for all students, regardless of ability or disability. Key components include accommodating diverse learners, adapting curricula, and fostering supportive learning environments. The analysis emphasizes the vital role of stakeholder engagement, particularly from parents and communities, in promoting inclusive educational environments. Persistent challenges highlighted by this concept analysis include insufficient teacher training, limited resources and funding, inadequate infrastructure, prevailing societal attitudes toward people with disabilities, inflexible curricula, and inconsistent policy implementation. This concept analysis enhances the understanding of inclusive education in the Philippines and provides valuable insights for policymakers and educators. It underscores the need for sustained efforts in policy formulation, teacher capacity building, resource allocation, and stakeholder collaboration to realize the inclusive education goals in the Philippines.