Date of Publication
7-2024
Document Type
Master's Thesis
Degree Name
Master of Arts in Education Major in Special Education
Subject Categories
Disability and Equity in Education
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Educational Leadership and Management
Thesis Advisor
Jasper Vincent Q. Alontaga
Defense Panel Chair
Thelma Rabago Mingoa
Defense Panel Member
Lilia Dino Bautista
Abigail Rice
Abstract/Summary
Education is a right everyone is entitled to, and it is necessary to ensure everyone receives the education they deserve. This is subjective and may be interpreted in various ways. Experts in the field still need to agree on one meaning of inclusive education, which affects its implementation. They argue that just like any other curriculum, program, or model, it needs to be conceptualized and contextualized. An institution must have a common understanding of how it will be applied in practice. This is to foster effective implementation and be fully inclusive, as everyone is part of and is considered in the process. This study investigated the inclusive practices of a basic education institution in Cambodia by voluntarily sampling 29 teachers. Based on the United Nations Educational, Scientific and Cultural Organization - International Bureau of Education’s (UNESCO-IBE) Teaching and Learning Review Framework, the perceived inclusivity of teaching and learning averaged 3.39 (SD = 0.16), suggesting the school is doing well. This study identified several barriers impacting students' educational experiences: Personal, Relational, Structural, and Societal. Addressing these barriers through targeted interventions and inclusive practices is essential for fostering an environment where all students can thrive. Five significant themes to address these barriers emerged from the data namely: Student Development and Support, Professional Support and Training, Curriculum and Instruction Adaptation, Nurturing a Positive School Climate, and Building a Sense of Community. From these, a policy has been crafted to develop an inclusive learning environment not only for the marginalized, disadvantaged, and select few but for all.
Abstract Format
html
Language
English
Format
Electronic
Keywords
Inclusive education; Educational equalization
Recommended Citation
Panlilio, R. A. (2024). Developing an inclusive policy through analysis of contextual barriers and existing practices. Retrieved from https://animorepository.dlsu.edu.ph/etdm_elmd/41
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Embargo Period
8-2026
