Bridging the Gaps: An Inclusive Education Framework and Development Program for Learners with Special Needs in Palawan’s Higher Education Institutions

Abstract

Inclusive education affirms every student's right to quality learning by promoting participation, eliminating barriers, and addressing diverse learning needs. This study assessed the current state of inclusive education practices in Higher Education Institutions (HEIs) in Palawan, Philippines. Employing a mixed-methods approach, the research utilized both quantitative surveys and qualitative Focus Group Discussions to gather insights from administrators, faculty, and students with special needs. The study aimed to evaluate inclusive practices along three key dimensions: admission policies, institutional support systems, and learning environments.

Findings revealed that the implementation of inclusive education practices in HEIs was moderately problematic, with the learning environment emerging as the most significant area of concern. Common barriers included inadequate infrastructure, lack of faculty training, and insufficient support services. While perceptions of inclusion were generally consistent across public, private, and private non-sectarian institutions—especially in terms of admission policies and institutional support—differences were noted in the learning environment component.

The study underscored the urgent need for a comprehensive policy framework to strengthen inclusive education in HEIs. Recommended interventions include targeted training for faculty and staff, increased disability and cultural competence awareness, enhanced academic and mental health support services, and improvements in campus accessibility. Community engagement, inclusive events, and feedback mechanisms were also identified as vital to promoting a more inclusive institutional culture. These findings offer practical recommendations for policymakers and HEI administrators to address systemic gaps and ensure equitable access and support for all students.