Title: From Policy to Practice: A Systematic Review of Inclusive Education Implementation in the Philippine Basic Education System
Authors: Leah B. Lingayon
Volume: 9
Issue: 6
Pages: 262-265
Publication Date: 2025/06/28
Abstract:
This study employed a systematic review methodology, guided by the framework of Strech and Sofaer (2011), to examine the implementation of inclusive education within the Philippine basic education system. The review aimed to synthesize empirical studies published between 2015 and 2025 that explored how national inclusive education policies are enacted in practice. A comprehensive search was conducted across major academic databases, including ERIC, Scopus, Web of Science, and Google Scholar, using keywords related to inclusive education, implementation, and the Philippine context. After a rigorous screening process, twenty two peer-reviewed articles were selected for full-text analysis and thematic synthesis. Five major themes emerged from the analysis: (1) Policy Frameworks and Legal Mandates, highlighting the strong legislative support for inclusion but limited policy coherence at the grassroots level; (2) Teacher Preparedness and Professional Development, revealing gaps in training and support; (3) Accessibility and Learning Environment, which exposed persistent infrastructural and material barriers; (4) Stakeholder Engagement and Community Support, emphasizing the role of parent and community involvement; and (5) Monitoring, Evaluation, and Sustainability, which pointed to the need for robust assessment mechanisms. Findings indicate that while the Philippines has made significant policy advances in promoting inclusive education, actual implementation remains uneven and constrained by systemic challenges. The study concludes by recommending targeted teacher training, improved infrastructure, stronger community engagement, and evidence-based monitoring systems. These insights aim to inform future educational reforms and ensure inclusive education becomes a functional reality in Philippine schools.