Abstract
This systematic review presents the situation of inclusive education in the Philippines, highlighting both its successes and persistent challenges over the years. Inclusive education has been promoted as a means of providing equitable learning opportunities, especially among students with disabilities. The review indicates that while school personnel, administrators, and parents are generally supportive of inclusive practices, there remains considerable diversity in their understanding and ability to implement them effectively. Practicing in various settings suggests that effective implementation is contingent upon key determinants, including access to professional development, effective and supportive leadership, adequate infrastructure, and community engagement. Enthusiasm for inclusive education is present in both urban and rural areas, but rural communities tend to be limited by the constraints of few resources and training facilities compared to the high institutional support prevalent in cities. While teachers’ positive dispositions provide a promising foundation for inclusive practices, without explicit policy direction, ongoing professional development, and collaborative efforts from stakeholders, these are not enough. Ongoing barriers such as the absence of teaching and learning resources, excessive teacher workload, late identification of students with special needs, and variable conceptual understanding continue to hinder real progress. This review calls for the immediate necessity of going beyond policy rhetoric, pushing for a school culture where inclusion is actually practiced and substantiated by systemic reforms, multi-sector partnerships, and collective commitment towards educational equity.
