Implementation and Sustainability of Inclusive Education Programs Towards Curriculum Development Framework

Abstract

This study proposed a Sustainability Curriculum Framework for Inclusive Education, addressing the need for research-based and structured educational guidelines. To address the challenges in achieving Inclusive Education, the researcher created this to promote equality and equity for all students in terms of learning opportunities. The purpose of this study is to develop a sustainability curriculum framework for inclusive education that is customized to the Philippine Educational system context. Its focus is on the systemic barriers and the different theories fused into one: the Socio-Emotional Learning Theory, the Social Model of Disability, and the Integrated Curriculum Model. A Mixed-Methods approach was employed, combining quantitative analysis from the Likert Scale Questionnaire responses and qualitative data from the Focus Group Discussions with School Heads. The respondents of this study were purposely chosen. There were 304 school heads from 24 schools across the Luzon Island. The school heads include principals, school directors, master teachers, grade-level chairs, department and subject area coordinators, and moderators of public and private schools in various areas of Luzon. Findings from the study revealed that inadequate teacher training, resource limitations, and policy gaps are hindrances to the effective implementation of Inclusive Education.