Republic Act 10533, or the Enhanced Basic Education Act of 2013, calls for schools to provide good, inclusive, and accessible education to over 22 million students, of which 300,000 have special education needs that are being met with necessary programs. However, in government-funded schools, there are barriers to implementing inclusive education, such as teacher shortages, lack of resources, poor outcome quality, and inadequate educator training.

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While the Philippines has made great strides towards inclusive education, many learners are hindered from receiving education due to financial worries and a lack of access to educational resources. In addition to inaccessible opportunities, people with disabilities find barriers in day-to-day life, such as with non-PWD-friendly roads and transport systems. In general,  there is still work to make the academic environment and other aspects of society less restrictive for people with disabilities.

Inclusive Education in the Philippines

Raguindin, P. Z. J., Custodio, Z. U., &amp; Bulusan, F. (2021). Engaging, affirming, nurturing inclusive environment: A grounded theory study in the Philippine context. IAFOR Journal of Education, 9(1), 113–131. https://doi.org/10.22492/ije.9.1.07 

Engaging, Affirming, Nurturing Inclusive Environment: A Grounded Theory Study in the Philippine Context

Inclusive Agenda in the Philippine Context

- Inclusion is a question of attitude - a social endeavor that extends from policies and finds emotional significance in communities.
- Inclusive environments should be places where one can find belongingness regardless of their background or conditions, so developing positive and understanding attitudes is vital.
- The environment has substantial effects on the development of students with special education needs.
- Environments of inclusive education value the coming together and involvement of people with different views and abilities, as well as the removal of biases.

Observations on Inclusive Education 

Based on a study conducted by Raguindin, Custodio, and Bulusan (2021) involving interviews with educators, there are three dimensions helpful in understanding aspects of the inclusive environment:
- Engaging Environment
- Nurturing Environment
- Affirming Environment

Emergent Theory of an Inclusive Environment

- Motifs of initiatives about inclusion: acceptance, presence, and participation
- Learners as co-implementors and teachers and main implementors of inclusive education
- Nurture, acceptance, tolerance, and empathy all critical parts of the agenda 

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