World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue X (October 2026), pp.334-335
MARIA LOURDES A. UGALE, PhD
Master of Arts in Education, Major in Special Education
University of Perpetual Help System DALTA
Introduction
Inclusive teaching involves more than placing learners with different needs in the same classroom. It requires teachers to make instruction accessible, adapt learning activities and assessments, collaborate with support networks, and establish classroom conditions in which all learners can participate. Practices such as differentiated instruction, instructional adaptation, collaborative support, and classroom inclusion strategies are important ways to respond to learner diversity.
The completed study by Ugale examined the extent to which teachers in Baltimore City Public Schools reported implementing inclusive practices. The findings showed generally strong implementation across the measured dimensions, while also identifying specific indicators that can guide future professional development and school-based support.
The World Education Connect Multidisciplinary e-Publication is a reputable, refereed, and peer-reviewed international journal. It is dedicated to fostering academic excellence and promoting interdisciplinary research across diverse fields. The journal covers a wide range of topics, including education, psychology, science, technology, social sciences, humanities, and more, providing a platform for scholars and researchers to share their knowledge and insights.
In addition, the publication places a special emphasis on the promotion and development of the Filipino language, contributing to its growth and recognition in the global academic community.
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