Engaging, Affirming, Nurturing Inclusive Environment: A Grounded Theory Study in the Philippine Context

Abstract

Implementing the tenets of inclusive education in different countries may be diverse because of varying interpretations, contexts, and ways of application. In the Philippines, studies that delve into the kind of environment involving Filipino children with special needs are scarce. Thus, through a grounded theory approach, this qualitative paper aims at developing a framework as a means of understanding inclusive environments thriving in an inclusive Philippine setting. Thirty-two special education teachers from three private schools were interviewed, the data being triangulated through class observations. The emerging theory encapsulated three major dimensions to understand concepts of inclusive environment: engaging environment, affirming environment, and nurturing environment. An engaging environment points to having high-standard learning outcomes, promoting collaboration and communication among learners, teachers, and parents, and involving them in decision-making. An affirming environment, on the other hand, denotes practicing expressive and receptive languages, imbibing the sacred worth of class members, and celebrating diversity. Finally, a nurturing environment can be achieved through interdependence and care for the needs of everyone. These dimensions are inter-related and are not standalone. This paper advances that success in the diversified Philippine inclusive classroom context can be achieved through the interdependence of school community members. The question of the significance of the inclusive practices and principles should not be the primary concern of a particular context. Rather, involvement and interdependence to achieve an engaging, affirming, and nurturing environment matter. Ramifications to micro and macro integration of inclusion that support inclusive environments are also discussed.

Use and Knowledge of ICTs in Inclusive Education at Educational Levels

“…One of the effects of inclusive education is the resounding change in the search for the implementation of ICT at different levels of education to make the adaptation to the virtual world of students with special abilities and leave aside the traditional education and give beginning of a future for the internationalization of educational inclusion with political repercussions [1] and achieving the participation, learning and active accompaniment of the community in general [18].…”

“…What is sought with educational inclusion is to implement principles in all countries knowing their different forms and contexts, as well as the Philippines deepens the environment (affirmative environment, enabling environment and attractive environment) for students with special abilities to have better learning [18]. Europe for example has a project where several countries participate, this project consists of the process of dialogue between teachers and students to adopt and develop equally inclusion in the class-room, whose progress now is gradually and achieving positive changes in the educational community [19], although there is the psychological distress that affects burnout because of the presence of Covid-19 [20].…”

A Case Study on Teacher’s Challenges on Inclusive Mathematics Classes in a Secondary Public School

“…Additionally, efficient data collection and management systems, flexible curricula, and collaboration with other societal spheres where inclusive education matters, such as employment, are required. According to Raguindin et al [32], inclusive education is implied in various diversity concepts. Every industry that interacts with people tries to spread an understanding of each individual's worth.…”