The State of Special Education in the Philippines: Challenges and Opportunities for Inclusive Practices

Abstract: Special education (SPED) in the Philippines faces significant challenges that impact the quality of education for students with disabilities. Despite progressive policies such as Republic Act No. 7277 (Magna Carta for Disabled Persons) and Republic Act No. 10533 (Enhanced Basic Education Act), the implementation of inclusive education remains hindered by systemic issues, including inadequate resources, insufficient teacher training, and societal stigma. This study explores these challenges while examining innovative approaches to enhance special education, such as Universal Design for Learning (UDL) and assistive technologies. A systematic literature review (SLR) was conducted to analyze existing research on SPED policies, teacher attitudes, and innovative practices. Findings indicate that teacher preparedness, funding limitations, and negative societal perceptions of students with disabilities are critical barriers. However, collaborative teaching models, professional development programs, and the use of technology offer promising solutions. The study concludes with recommendations for improving SPED in the Philippines, emphasizing the importance of policy reforms, increased government investment, and fostering a culture of inclusivity within the educational community. Keywords: Special Education (SPED), Inclusive Education, Challenges in Special Education, Teacher Training