Exploring Inclusive Education Initiatives of Community Colleges in Region V in Addressing Inequality

Abstract

This study investigates the practice of inclusive education (IE) within community colleges in the Bicol Region, Philippines, specifically assessing the forms of inequality present and the institutional initiatives designed to mitigate them. Using a mixed-methods convergent parallel design, data were collected from 204 respondents across the provinces of Albay, Camarines Sur, Masbate, and Sorsogon. Quantitative analysis reveals that inequality is most pronounced regarding geographical location, particularly concerning internet connectivity and transportation costs. While inequalities related to disability, socio-economic status, and age are moderately evident, those concerning gender and religion are only slightly evident. The findings indicate that while community colleges have implemented various IE initiatives (Overall Weighted Mean = 2.94), these efforts are primarily concentrated in Curriculum and Instruction. A significant gap exists in specialized support services, notably the absence of Inclusive Learning Resource Centers (ILRCs) and centralized, accessible disability support. The advancement of inclusive education in these institutions is severely hindered by three primary barriers: financial and resource constraints, a shortage of specialized personnel, and a lack of accessible learning materials. The study concludes that the current IE framework at the tertiary level remains fragmented. To foster a truly inclusive academic environment, a more harmonized regional policy must be established among community colleges. Strategic priorities should include modifying admission policies, resolving resource gaps, recruiting specialized staff, and integrating inclusive education indicators into institutional assessments to support marginalized student populations for accreditation and funding purposes.