Inclusive Education in Context: A Comparative Survey of Profile, Practices and Challenges in Selected School Locations in the Schools Division of Albay

This study examined inclusive education in selected upland, coastal, and mainland schools in the Schools Division of Albay by comparing school profiles, practices, and challenges in serving learners with special needs. Anchored on the Dimensions of Belonging Framework Theory, Inclusion as Participation Model Theory, Inclusive Educators’ Continuum of Change Theory, and the researcher’s Inclusive Belonging Theory, the study used a descriptive quantitative research design. Data were gathered throug