The Impact of K-12 Implementation in Inclusive Education on Students with Disabilities in Selected Public Schools in Manila

Abstract

Implementing the K-12 curriculum in the Philippines aimed to enhance the quality of basic education, emphasizing inclusivity as one of its primary goals. However, it remains uncertain whether it effectively addressed the needs of students with disabilities. This study examines the impact of K-12 implementation on inclusive education in selected public schools in Manila. In particular, it concentrates on the challenges faced by students with disabilities, their perceptions of support and accommodation, and the roles of administrators, teachers, parents, and peers. Grounded in Bronfenbrenner’s Social Ecological Model, this qualitative study seeks to observe the effects of the K-12 implementation on inclusive education from the intrapersonal to community level. It collects data through open-ended questionnaires with students and other key stakeholders. Initial findings suggest that, while other policies for inclusion exist, gaps in implementation, such as inadequate resources, insufficient training, and socio-cultural biases, persist. This study aims to provide insights to inform future reforms, ensuring that education policies promote a more accessible and equitable learning environment.