Abstract: Inclusive education is a fundamental approach to ensuring that all children, regardless of their abilities, have equal opportunities to access quality education, develop essential skills, and participate meaningfully in society. The Philippines has introduced various policies and programs to promote inclusive education, particularly through the Special Education (SPED) curriculum. However, despite these efforts, significant barriers hinder effective implementation. This study systematically examines the primary challenges faced in delivering SPED programs in the country. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, this research reviews existing literature to identify key obstacles such as inadequate teacher training, resource limitations, policy implementation gaps, and societal attitudes toward disability. The findings highlight the need for enhanced teacher preparation, increased funding, stronger policy enforcement, and greater community engagement. Additionally, this study proposes evidence-based strategies to address these challenges and improve the accessibility and effectiveness of inclusive education in the Philippines. By strengthening the implementation of SPED programs, policymakers and educators can create a more inclusive and equitable learning environment for all students. Keywords: Special Education (SPED), Inclusive Education, Parental Involvement, Teacher Training and Development, Individualized Education Program (IEP)