International Journal of Research Studies in Education
Special Luminary Issue
2025
Volume 14 Issue 5
Available Online: 20 February 2025
Author/s:
Bandejas, Kris Joy Cel S.
Bilbao, Merry Joy O.
Espinosa, Christine Mae S.
Mellnick, Victoria S.*
Silay Institute Incorporated, Philippines (victoriamellnick25@gmail.com)
Abstract:
Education is a fundamental building block of any society. Educated people are encouraged to have better health outcomes, participate in civic life, and contribute more to the economy (Kibin, 2024). In inclusive education, students with disabilities are educated alongside peers who do not have disabilities in the mainstream educational setting. The data showed the answers of the twenty (20) teacher conversation participants; out of the twenty (20), the researchers got a sample of ten (10) for the in-depth interview—the same as for student conversation partners. The order of the participants is based on the order of the interview. The researchers used focused group discussion, in-depth interviews, and interview guide protocol to gather the data from the participants in the study. Data will be analyzed using Lehman’s 3Cs. The study’s findings highlight the diverse impact of inclusive education on children with disabilities. Peer connections, a sophisticated awareness of diversity, and the implementation of inclusive pedagogies in higher education settings are all critical to the success of inclusive education. Intentional changes to pedagogical approaches, a focus on student participation, and an acceptance of varied learning strategies are necessary to cultivate an inclusive learning environment in the classroom.
Keywords: inclusive education, differently-abled students, diversity, educational policies
DOI: https://doi.org/10.5861/ijrse.2025.25803
Cite this article:
Bandejas, K. J. C. S., Bilbao, M. J. O., Espinosa, C. M. S., & Mellnick, V. S. (2025). Inclusive education: Its impact on differently-abled students. International Journal of Research Studies in Education, 14(5), 1-14. https://doi.org/10.5861/ijrse.2025.25803
* Corresponding Author