Measuring Success in Inclusive Education through UNESCO’s Inclusion and Equity Framework

This study explored the degree of implementation of inclusive education in selected public schools using a Parallel Convergent Mixed Methods Research Design. Quantitative data were collected through survey questionnaires adapted from UNESCO’s Inclusion and Equity Review Framework, focusing on two components: Structures and Systems and Practices. Complementing this, qualitative data were gathered through semi-structured interviews with purposely selected teachers, SPED coordinators, and administrators to capture lived experiences and contextual insights. Quantitative results revealed a very high extent of implementation, with schools adopting systems that support vulnerable learners, promote flexible learning arrangements, strengthen inter-school cooperation, and ensure equitable distribution of resources. The integration of special provisions, including SPED units and partnerships with mainstream schools, further underscored a commitment to inclusive education. Despite these achievements, qualitative findings highlighted persistent challenges: insufficient funding, limited teacher training, gaps in infrastructure such as ramps and assistive technology, and unclear policy dissemination that hinder full implementation. Teachers reported being overextended yet resilient, relying on informal collaboration with parents, peers, and neighboring schools while employing innovative strategies such as differentiated instruction, individualized education plans (IEPs), and context-specific interventions. The convergence of findings underscores that while inclusive education in these schools demonstrates commendable progress, sustaining and scaling these efforts require systemic reforms, strengthened inter-school and community partnerships, increased funding prioritization, and continuous professional development. Ultimately, this study contributes to policy and practice by providing evidence-based recommendations to institutionalize collaboration between mainstream and SPED units, integrate Universal Design for Learning (UDL), and advance a more responsive and sustainable inclusive education system.