IJECE Published Article Details

Abstract This study explored the application of new instructional strategies in inclusive education by Filipino instructors in Thailand with the view to ascertaining the benefits, issues, and the profile variables influencing instructional practice. By utilizing a mixed-method research approach, this study gathered quantitative data via structured questionnaires from 100 Filipino inclusive education instructors and qualitative data via semi-structured interviews. The results revealed that Universal Design for Learning (UDL) and Differentiated Instruction (DI) were employed to a significant extent in classrooms, with strength in the use of multimedia and lesson planning to the learner's need. Access to augmentative technology, lack of specialized training, and concerns to do with the culture were the most reported issues. Correlational analysis determined a significant impact of teaching experience in years on the extent of strategy employment. The study concluded that while the Filipino instructors were committed to inclusive pedagogy, more institutional and policy-level facilitation is needed to empower effective instructional practice. Implications of the findings point to the necessities of targeted continuing education and context-aware support mechanisms to serve inclusive education in foreign teaching schools. KEYWORDS: Inclusive Education, Innovative Strategies, Filipino Teachers, Universal Design For Learning, Differentiated Instruction, Thailand