Creating Inclusive Learning Communities: Training Receiving Learners As Advocates For Inclusion

Authors: Karla Marie T. Macaraig, Catherine A. Tolentino, Jesus Paguigan

Abstract: Inclusive education requires not only institutional commitment but also the active engagement of learners who interact daily with peers of diverse abilities in mainstream classrooms. This study examines the perceptions and live experiences of receiving learners that can result in developing a support program in training receiving learners to develop advocacy skills that promote inclusive practices. Data was collected through interviews and focus group discussions. Findings of the study reveal that receiving learners developed heightened awareness of diversity, increased willingness to support peers with special educational needs, and greater confidence in promoting inclusive practices within and beyond the classroom. By positioning learners as advocates, the training not only strengthens classroom inclusivity but also cultivates a culture of acceptance that extends into the wider community.

DOI: http://doi.org/10.5281/zenodo.18336711