Embracing Diversity: Rethinking Inclusive Education at De La Salle-College of Saint Benilde

Abstract

This qualitative study, employing focus group discussions as the primary research method, delves into the imperative of inclusive education at De La Salle College of Saint Benilde (DLS-CSB), aligning with its "Benilde for All" vision. Guided by the Center for Inclusive Education (CIE), the research identifies two core concerns: the necessity to heighten awareness about inclusive education and the urgency of implementing mandatory faculty training in inclusive teaching practices. Participants, including faculty members from the School of Multidisciplinary Studies, CIE staff, and administrators, offer diverse perspectives within the institution. Thematic analysis of the data reveals that a lack of awareness and insufficient faculty training pose significant challenges to DLS-CSB's commitment to accessible education. Recommendations include implementing awareness campaigns, establishing comprehensive guidelines integrated into institutional policies, and mandatory faculty training programs. The proposed "Benildean for All Framework" emphasizes stakeholder awareness, enhancing the CIE manual, faculty development, academic support for students with specific learning needs, and addressing social barriers to inclusivity. The ultimate goal is to transform DLS-CSB into a model of inclusivity, championing the rights and dignity of all members, regardless of abilities or disabilities. This research contributes to the ongoing discourse on inclusive education and provides actionable steps for fostering a supportive and accessible learning environment at DLS-CSB.

Leadership and Challenges: A Phenomenological Exploration of Teacher-Principals in the Philippines

“…School administrators face the challenge of encouraging parental engagement and creating meaningful, sustainable partnerships that inspire and motivate students. Key to fostering this partnership is creating a welcoming school environment that values diverse families (Pescasio, 2023). This aligns with social cognitive theory, emphasizing the power of observational learning and social modeling (Eccles & Wigfield, 2020).…”