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.
