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Promoting Inclusive Education through Sikolohiyang Indigenous Pilipino: A Community-Based Service Approach

Tyrone O. Gil Jr.(1),


(1) University of the Philippines
Corresponding Author

Abstract


This project aimed to promote inclusive education in the Philippines through the application of Sikolohiyang Pilipino, an indigenous psychological framework grounded in Filipino cultural values. The program was implemented in partnership with schools, parents, and local communities, focusing on workshops, community dialogues, and peer-support activities. Using a participatory action approach, the project translated the core concepts of kapwa (shared identity), loob (inner self), and bayanihan (communal unity) into practical strategies for fostering empathy, reducing stigma, and building collaborative learning environments. Activities included teacher and parent training on culturally sensitive, inclusive practices, awareness sessions addressing discrimination, and community-based support programs for learners with disabilities. Results indicated increased awareness, stronger community engagement, and enhanced teacher-parent collaboration in supporting inclusive education. This approach is significant because it demonstrates that indigenized, culturally grounded strategies can effectively bridge policy and practice, making inclusive education a lived reality for Filipino learners.

Keywords


Culturally responsive education; Inclusive education; Learners with special needs; Philippine education; Sikolohiyang Pilipino

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