Abstract: This study explores the current state of special education and inclusive practices in the Philippines, examining both the progress made and the persistent barriers that hinder full inclusion of learners with disabilities. Despite the existence of strong legal frameworks such as the Magna Carta for Persons with Disabilities and the recently enacted Inclusive Education Act, many schools continue to struggle with implementing inclusive education effectively. Using a systematic review of local and international literature, this research identifies key themes: (1) policy implementation gaps, (2) lack of teacher preparation and training, (3) insufficient funding and resources, and (4) prevailing negative attitudes and social stigma toward disability. The findings highlight that inclusive education is more successful in schools where administrators and educators promote empathy and awareness, and where adequate support systems are in place. The study also underscores the critical role of multi-stakeholder collaboration—including policymakers, educators, families, and communities—in achieving sustainable and meaningful inclusion. To move forward, the study recommends targeted policy reforms, investment in teacher training and assistive technologies, public awareness campaigns, and increased funding for inclusive education programs. Ultimately, the research argues that inclusive education is not only a matter of policy compliance but a fundamental human right that upholds the dignity and potential of every learner. Through coordinated action, the Philippines can create an educational landscape that embraces diversity, promotes equity, and ensures that no child is left behind. Keywords: Inclusive Education, Special Education, Philippines, Teacher Training, Policy Reform