PJUDE NAVARRO Presiderresider

Presider: Jude Navarro
Time Keeper: Krishia Doreen Ejara & Maris De

Asis
Note Taker: Kimberly S. Ocamp & Casimiro
Domingo
Deckmaker: Mary-anne Umali
Presenter: Ariel Solon
Engaging, Affirming, Nurturing
Inclusive Environment: A Grounded
Theory Study in the Philippine Context
Author: Princess Zarla Raguindin
Date of Publication: 2021
Source (journal, book, etc.):
IAFOR Journal of Education: Inclusive
Education
Location/Country: Philippines
What is the main issue or problem being
addressed in relation to EDI?
• The study tackles the challenge of how to create truly
inclusive classrooms, where all students—especially
those with special educational needs (SEN)—feel valued
and supported. Despite existing policies promoting
inclusion, many schools still face issues of
marginalization and exclusion, leaving some students
behind. The research focuses on the practical difficulties
of making sure every learner is included and actively
engaged in the learning environment.
Summary of the Case/Research- Guide
Questions
What is the main issue or problem being
addressed in relation to EDI?
• The study tackles the challenge of how to create truly inclusive

classrooms, where all students—especially those with special
educational needs (SEN)—feel valued and supported. Despite
existing policies promoting inclusion, many schools still face
issues of marginalization and exclusion, leaving some students
behind. The research focuses on the practical difficulties of
making sure every learner is included and actively engaged in
the learning environment.
What is the context? Briefly describe the
situation or issue related to inclusion.
• This research is set in the context of Philippine classrooms,
where the growing diversity among students calls for
inclusive educational practices that reflect the realities of
today's schools. It looks specifically at how schools can
embrace learners with SEN and integrate inclusive values
into daily teaching. The study emphasizes the importance of
creating a classroom environment where all students—
regardless of their abilities—are engaged, respected, and
given equal opportunities to succeed. It also underscores the
critical role that teachers, students, and the broader school
community play in fostering a culture of inclusion and
belonging.
What are the key findings or conclusions
about EDI?
• Inclusive Environment
• Active Participation
• Teachers' Role
• Cultural Shift in Schools
• Ongoing Challenges
Analysis of the Content, Implications, and
Applications-Guide Qs
What evidence is provided to support the claims
about EDI practice?
• The study draws on a wide range of sources to support its claims
about Equity, Diversity, and Inclusion (EDI) practices, including
previous research, international policies (such as those from
UNESCO), and practical classroom examples. It cites evidence from
earlier studies that emphasize higher expectations for student
learning in inclusive environments and research that highlights how
inclusive settings foster a sense of belonging and shared
responsibility. Additionally, the authors refer to data showing the
positive effects of involving students with Special Educational
Needs (SEN) in mainstream classrooms and the importance of
teacher involvement in nurturing inclusive pedagogies. Case
studies and observations from Filipino classrooms also provide
practical examples of real-life EDI challenges and successes.
What are the practical implications of the findings? (Relate
the significance of the study with your understanding of
EDI gleaned from the UNESCO documents)
• The findings underscore the importance of creating an inclusive
learning environment where all students feel engaged,
respected, and supported. This has practical implications for
educational institutions, which need to:
• Reassess their curricula to ensure they are inclusive and
relevant to diverse learners.
• Provide professional development for teachers so they can
effectively implement inclusive pedagogies.
• Encourage active participation of students with SEN, viewing
them as co-implementers of the inclusive agenda.
• Foster a school culture that embraces diversity, viewing it as an
essential part of the educational process, rather than something
secondary to it.
What recommendations do the authors provide, if any?
The study recommends several actions to improve

inclusive education:
• Schools should promote a strong sense of community
and high expectations for students with SEN.
• Teacher training programs should focus on inclusive
philosophies and methods to help educators understand
and apply EDI principles in the classroom.
• Collaboration among stakeholders (teachers, parents,
and communities) is necessary to create an inclusive
culture.
• Educational institutions should develop policies and
initiatives that actively encourage inclusion and support
How might this influence future research or
practice in the field?
• The study provides a foundation for future research by
highlighting the gaps in understanding how students
with SEN can be co-implementers of the inclusive
agenda. It suggests that future studies could explore
how inclusion can be expanded to cover other forms of
diversity, such as cultural, gender, language, and
socioeconomic differences. Practically, this research
pushes for a shift in educational policies toward a more
holistic approach to inclusion, where all stakeholders
work together to create an engaging and affirming
environment for every learner.
What do you agree or disagree with in the study?
Why?
• I agree with the study’s emphasis on teachers as central

to the success of inclusive education. Their role in
implementing inclusive practices is crucial because they
are at the forefront of classroom interactions. The
research rightly highlights the importance of
professional development for teachers, ensuring they
are equipped to foster inclusive environments. However,
I find the lack of focus on cultural inclusion a gap that
needs to be addressed, especially in diverse contexts
like the Philippines. Inclusion is not just about SEN; it
should also encompass cultural, linguistic, and
socioeconomic factors.
What questions remain unanswered?
• How can inclusion for other marginalized groups (such as

those based on culture, language, or socioeconomic
background) be better integrated into the inclusive
agenda?
• What specific strategies can schools use to foster peer-to-

peer support for students with SEN, promoting community
building among all learners?
• How can rural schools in the Philippines and other

countries implement inclusive practices with limited
resources?
How does this case/research impact your
understanding of EDI?
• es this case/research impact your understanding of EDI?
• This research deepens my understanding of EDI by
showing that inclusion is a shared responsibility—it
involves not only teachers and administrators but also
students, families, and the broader school community. It
highlights the need for an inclusive mindset that
values diversity as a strength rather than a challenge.
The study reinforces that equity in education goes
beyond access; it’s about ensuring that every student
has the support and opportunities they need to
succeed.

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Presider: Jude Navarro

Time Keeper: Krishia Doreen Ejara & Maris De

• The study tackles the challenge of how to create truly inclusive

• Cultural Shift in Schools

The study recommends several actions to improve

• I agree with the study’s emphasis on teachers as central

• How can inclusion for other marginalized groups (such as

• What specific strategies can schools use to foster peer-to-

• How can rural schools in the Philippines and other

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