Author

John Patrick P. Aquino*
University of Perpetual Help System – DALTA, Las Piñas City Campus, Philippines

Abstract

The Learning Action Cell (LAC) is a crucial and collaborative tool and a bridge between policy requirements and classroom practice on Differentiated Instruction (DI) in inclusive education. Although legal frameworks and practice are in place to assist a diverse student base, frontline educators can face pedagogical challenges, resource constraints and instructional hesitation while dealing with the diverse learning styles, readiness levels and student profiles. The research results in an organized and data-driven LAC Action Plan designed to address these challenges. This specific framework is more than a passive administrative routine; it is structured peer observation, coaching and shared strategy sharing. It is an approach that is in line with professional growth of teachers from the ground up and makes them better in practice and better at what they do in the classroom. In the end the study shows that when LAC sessions are intentional and are specifically targeted at inclusive learning, they are very effective in boosting teacher self-efficacy. This intervention has the potential to transform the school culture into an environment for continuous peer-led growth into a sustainable environment where diversity of practice is embedded in the school culture. So, the LAC is a crucial and scalable mechanism for equity and student-centered learning for all students in inclusive classrooms.

Keywords:  Learning action cell (LAC), differentiated instruction, inclusive education, teacher awareness, professional development, inclusive classrooms.

*Corresponding author / Email: aquinojohnpatrick94@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05031287

Recommended citation:
Aquino, J. P. P. (2026). Utilization of Learning Action Cell to intensify teachers’ awareness and practices of differentiated instruction in inclusive classrooms. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 548-571. http://doi.org/10.69651/PIJHSS05031287

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