Inclusive Education Awareness and Implementation in the Philippine Schools in Abu Dhabi: Foundation for Enhanced Supervisory Plan

This study examined the level of awareness and the extent of implementation of inclusive education in Philippine schools in Abu Dhabi as a basis for developing an enhanced supervisory plan. Specifically, it determined the respondents’ level of awareness and assessment of inclusive education in terms of curriculum adaptation and instructional strategies, classroom management and learner engagement, collaboration with parents and specialists, and monitoring and evaluation of inclusive practices. It also identified significant differences in awareness and assessment between school leaders and teachers, the challenges encountered in implementation, and the strategies proposed to promote awareness of inclusive education. The study utilized a descriptive quantitative research design. A researcher-made survey questionnaire was used to gather quantitative data, while semi-structured interview questions were employed to collect qualitative data. The respondents consisted of school leaders and teachers from selected Philippine schools in Abu Dhabi. Quantitative data were analyzed using descriptive statistics, t-test, and Cronbach’s alpha for reliability, while qualitative data were analyzed through thematic analysis. Findings showed that both school leaders and teachers were generally aware of and were implementing inclusive education across all identified dimensions. However, significant differences were found between the two groups, with school leaders consistently rating their awareness and assessment higher than teachers. Qualitative findings revealed that limited professional training on inclusive education, insufficient human and learning resources, and time constraints and workload were the major challenges encountered. To address these concerns, respondents proposed strengthening professional development, enhancing collaboration and support systems, and improving access to inclusive learning resources. The results highlight the need for a structured and responsive supervisory framework. Thus, an enhanced supervisory plan focusing on instructional supervision, capacity building, and collaborative support is recommended to strengthen inclusive education implementation in Philippine schools in Abu Dhabi.