Althea Niña J.

Umbahin

BSED-English II

The Implementation of the Inclusion Program Since Its Launch in 2009: A Reflection

The K-12 inclusion policy, whose core principle is to provide a more comprehensive and globally
competitive education, aims to equip every learner with the essential skills, knowledge, and values needed
for higher education, employment, and entrepreneurship. The program also seeks to make education more
relevant to the needs of society and the demands of the workforce, helping students become productive
and responsible citizens. Additionally, it provides opportunities for learners from diverse backgrounds
and circumstances, ensuring that education is accessible to all.

When I first heard about the program, I thought it was just a waste of time and that adding two more years
of school was unnecessary. Misconceptions and criticisms clouded my perspective, leading me to believe
that the program had no real benefits. I often heard parents and students say it was just a waste of money
or that the government implemented it to make people spend more and suffer from poverty. Without
much thought, I assumed the same thing and blindly accepted these uncritical beliefs. However, I later
realized I was wrong.

After learning that the K-12 inclusion policy offers various programs to cater to the different needs of
students from diverse backgrounds, my perspective completely changed.

The 2009 Department of Education Order No. 72 defines inclusive education as the philosophy of
accepting all children, regardless of race, size, shape, color, ability, or disability, with support from school
staff, students, parents, and the community. The more recent 2013 Enhanced Basic Education Act
identifies the target groups of inclusive education, including gifted and talented children, learners with
disabilities, students under the madrasa curriculum, indigenous peoples, and those in difficult
circumstances. These circumstances include geographical isolation, chronic illness, abuse, displacement
due to armed conflict, urban resettlement, or disasters (Cabañero, 2023).

While this program offers various opportunities, its effectiveness is still in question. If the Inclusion
Policy was meant to make education accessible to all, why do out-of-school youth still exist?

According to ChildHope.org (2024), students from low-income households often feel pressured to leave
school to help support their families, taking on jobs that interfere with their education. This means that
even though the K-12 Inclusion Policy aims to provide education for all, there are still other factors
preventing learners from attending school, such as: Lack of interest, Lack of financial and emotional
support, and Lack of willingness to continue schooling.
Despite the program’s intentions, these barriers continue to hinder students from completing their
education. Many alternative solutions already exist to address this issue, such as ALS (Alternative
Learning System), a parallel learning system in the Philippines that provides a practical option for those
who cannot attend formal schooling (DepEd). However, its reach is still limited, and not all learners find
it effective due to challenges like accessibility, lack of resources, and motivation.

As a suggestion, I personally believe that joining or initiating campaigns with members from different age
groups can help encourage students to continue their education. However, motivation alone may not be
enough if students face deeper issues like poverty, lack of transportation, or family responsibilities.

Another important step is advocating for parental awareness by teaching parents about the importance of
education so they can better support their children’s schooling. Some parents already value education but
are simply unable to support their children due to financial struggles.

Additionally, providing financial assistance such as through the 4Ps program can help families start small
businesses, reducing the need for children to drop out and engage in labor just to survive. However, since
some beneficiaries misuse the cash they receive and not all families qualify for it or that the wrong
families are the one’s benefitting from it, a more sustainable solution would be programs that provide
long-term financial stability, such as livelihood training and small business support.

Aside from these, strengthening vocational education for students who may not want to follow the
traditional academic path can also be beneficial. Improving transportation and school facilities in rural
areas will make education more accessible. Finally, ensuring better monitoring and evaluation of existing
programs can help identify what works and what needs improvement, making educational policies more
effective in the long run.

In my experience, the K-12 inclusion program helped broaden my perspective and taught me to
appreciate diversity. Back in Grade 12, I had a classmate with disabilities (PWD) whom we called Kuya
Clint since he was older than us. Despite his condition, he received the same quality education as the rest
of us. As his classmates, we made sure he never felt like an outcast. Instead, we recognized his abilities
and supported him in different ways, helping him learn and grow alongside us.

However, one major challenge was that our classroom was located on the 4th floor of the building. Since
Kuya Clint was in a wheelchair, our teacher would ask some of our classmates to carry him up the stairs
every day. This made me realize that while the inclusion program provides equal learning opportunities,
there are still barriers that make accessibility difficult for some students.

In the future, schools should prioritize accessibility by ensuring that classrooms for students with
disabilities are located on the ground floor or that elevators and ramps are available in multi-story
buildings. Teachers should also receive proper training on inclusive teaching strategies to better support
students with diverse needs.

As someone who has seen these challenges firsthand, I want to raise awareness about the importance of
inclusive facilities and policies in schools. Even small actions, like activities led by students or engaging
in discussions with school administrators, could help improve the system. While providing students equal
education, providing them a comfortable environment is necessary as well to enhance the student’s
learning despite their varied backgrounds.
The K-12 program has opened doors for learners. It’s purpose was to provide education for all that is
relevant and up to date, aligning it with the global education standards. Equipping learners with these
competency will help them navigate the rapidly changing world and by providing them essential skills,
values, and knowledge they will be able to thrive globally. However, there are still significant challenges
that hinders it from fully achieving it’s purpose. Issues such as poverty, not enough resources, and lack of
accessibility are some of the factors why students fail to complete their education.

To truly achieve inclusive education, merely implementing policies is not sufficient. Instead, these
policies must be monitored, improved, and adapted in order to meet the needs of students. Schools should
ensure better accessibility, keeping in mind the needs of students with physical and mental disabilities.
The government should also strengthen the financial support, ensuring vocational training, and also
raising awareness through community programs. The parent, teachers, and the students must take an
active role as well, fostering an environment where everyone, despite their circumstances, has the
opportunity to learn and succeed.

As a future teacher, I will be observant, and hands-on in identifying any occurring issues that will hinder
my student’s learning. I will be addressing these problem by raising it in faculty meetings, through
initiating campaigns and program that will inform students and parents about their rights and limitations,
and by continuously learning about these policies.

Education should not just be available to all, but should also be accessible, effective, and empowering to
students. By identifying the gaps in the program and providing a well structured solution, we can achieve
a truly equitable and quality education that will help learners achieve success and build there own future.
References

https://www.researchgate.net/publication/
372760966_A_POLICY_STUDY_ON_THE_IMPLEMENTATION_OF_INCLUSIVE_EDUCATION_P
ROGRAM_IN_THE_PHILIPPINES

https://elibrary.judiciary.gov.ph/thebookshelf/showdocs/2/94483

https://childhope.org.ph/causes-of-school-dropout/#:~:text=Economic%20Hardship,that%20interfere
%20with%20their%20studies.

https://www.deped.gov.ph/k-to-12/inclusive-education/about-alternative-learning-system/