Educational Planning Practices and Policy Analysis of School Leaders on Inclusive Education Implementation in Public Schools

This study examines the relationship between educational planning practices and policy analysis of school leaders in the implementation of inclusive education in Philippine public schools. Anchored on Republic Act No. 11650 (Inclusive Education Act of 2022) and its Implementing Rules and Regulations, the research situates school leadership as a decisive factor in translating national mandates into localized strategies. Using a systematic review design, the study synthesized literature published between 2010 and 2025 from both international and Philippine-based journals, focusing on leadership practices, policy interpretation, and inclusive education outcomes. Thematic analysis revealed five recurring dimensions: curriculum adaptation, resource allocation, professional development, stakeholder engagement, and policy contextualization. Findings highlight that strategic planning, when embedded in School Improvement Plans (SIPs) through differentiated instruction and Universal Design for Learning (UDL), transforms inclusion from a compliance requirement into a proactive equity-driven initiative. Leadership-driven professional development emerged as critical in equipping teachers to manage diverse classrooms, while critical policy analysis enabled school leaders to identify gaps between policy intent and classroom realities, fostering localized innovations. Participatory and collaborative approaches were found to strengthen accountability and sustainability, aligning with Sustainable Development Goals (SDG 4, SDG 10, SDG 16, and SDG 17). Despite these advances, persistent challenges such as resource constraints, excessive workloads, and limited training continue to hinder effective implementation. The study concludes that inclusive education thrives when school leaders exercise strategic foresight, institutionalize professional development, critically analyze policies, and foster participatory planning, thereby advancing both national mandates and global commitments to equity and quality education.