Special Education (SPED), Multiple Disabilities, Universal Design for Learning (UDL), Positive Behavioral Interventions and Supports (PBIS), Assistive Technology, Professional Development

Regala, Christopher Jay M. Dayao, Jephunie Daligdig, Nazareth Zoilo, Eunice Castro, Amor L. Lanuza, Daryll D.

doi:10.64180/oct.it.2424134

research article

Special Education (SPED), Multiple Disabilities, Universal Design for Learning (UDL), Positive Behavioral Interventions and Supports (PBIS), Assistive Technology, Professional Development

Christopher Jay M. Dayao, Jephunie Daligdig, Nazareth Zoilo, Eunice Castro, Amor L. Lanuza, Daryll D. Regala

Vol. 2 , Issue 4 (2024) · pp. 134-143

DOI: 10.64180/oct.it.2424134

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Abstract

In today's educational landscape, the philosophy of inclusive education has gained traction to ensure the equitable and effective education of children with special needs (Hornby, 2015). Inclusive education goes beyond the mere physical integration of students with diverse abilities and backgrounds (Srivastava, 2023) (Comia, 2021); it encompasses a fundamental shift in mindset, with the recognition that each learner brings a unique set of experiences, strengths, and challenges to the classroom (Srivastava, 2023) (Hornby, 2015).

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