This study aimed to develop a comprehensive Disability Inclusive Education Framework (DisInEd) for the University of San Agustin–Basic Education Department, designed to enhance the accessibility, equity, and quality of education for learners with disabilities. Grounded in international mandates such as the UN Convention on the Rights of Persons with Disabilities (UNCRPD, 2006) and Sustainable Development Goal 4 (SDG 4), as well as national policies including DepEd Orders No. 72, s. 2009 and No. 44, s. 2021, the framework outlines a five-stage process: pre-enrollment, enrollment and placement, classroom-level support, ongoing monitoring, and whole-school review. The study employed a Multivocal Literature Review (MLR) approach to synthesize scholarly, grey, and black literature, ensuring a holistic understanding of inclusive education practices. Key outcomes include a functional framework and actionable guidelines for stakeholders—teachers, administrators, and families—that promote early identification, individualized interventions, accessible infrastructure, and collaborative engagement. The resulting framework not only addresses policy gaps but also embodies the institution’s Augustinian values of Truth, Love, and Community, positioning it as a model for inclusive education in the Philippine K–12 context.

Authors:
Claudette Paracale, University of San Agustin, Philippines
Frank Emboltura, University of San Agustin, Philippines
Eljean Demerin, University of San Agustin, Philippines

About the Presenter(s)
Dr. Claudette C. Paracale is the Principal of the Basic Education Department of the University of San Agustin in Iloilo City, Philippines. Currently leading the implementation phase of an inclusion education framework in the school.

See this presentation on the full schedule – Wednesday Schedule

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