The separation from the general education program is adapted in order to educate the children with special needs in a community and setting wherein all of them having belonged to the same category build their own lives and community and trained in an environment fully under the care of teachers specialized to teach the children who are differently able also referred children who have disabilities with special needs.

On the current practices in the K to 12 program, no child is segregated. It used to be homogeneous today heterogeneous setting upholding the policy of "No child will be left behind". The present practices in the K to 12 curriculum responses to the individual differences of every learner that the knowledge and skills are aspiring for lifelong learning, unfolding the best possible potentialities of an individual to contribute meaningfully for themselves and the society to building the nation and uplift a worth living life facing new world on life of technology and adjust to global standard.

Inclusive education policy program- those in which children with disabilities are educated alongside their typically developing peers. It substantiates short- and long-term benefits for children. Thus, inclusion of students with disabilities in K to 12 education classrooms can support the development of disabled and non-disabled students.

Nowadays, the changing landscape of special education, its impact on the current practices in the K to 12 programs would be of the one great challenge in the administration and instruction.

Inclusive education differs from the 'integration' or 'mainstreaming' model of education, which tended to be concerned principally with disability and special educational needs, and learners changing or becoming 'ready for or deserving of accommodation by the mainstream. By contrast, inclusion is about the child's right to participate and the school's duty to accept the child. According to Education For All 2015 National review children with disabilities are still combating education exclusion. Children with disabilities 97.3 % of them are still unreached. Implementation of teaching and administrative practices varies. Schools most frequently use the inclusion model for selected students with mild to moderate special needs. Fully inclusive schools, which are rare, do not separate "general education" and "special education" programs, instead, the school is restructured so that all students learn together.

Thus, in this regard this study is about the Status and Prospects of Inclusive Education in the National Capital Region: Basis for Policy Recommendation.

This study has to find out the status and prospect of inclusive education in selected five divisions in the National Capital Region. It answers the following questions: (1) What is the extent of implementation of inclusive education for leamers with special educational needs in terms of policy. planning, instruction, teachers qualification and professional development, stakeholders involvement, monitoring and evaluation?; (2) What are the challenges encountered by the school heads, teachers, and parents in the implementation of inclusive education for learners with special educational needs?; (3) How do the respondents address the challenges they encountered in the implementation?; (4) What are the best practices being implemented of schools with inclusive education for learners with special educational needs?; (5) Based on the findings of the study what policy recommendations may be proposed?

This study employed the quantitative and qualitative type of research. The researcher will conduct data gatherings through interview to the respondents, school administrators and SPED teachers to investigate and get data on the implementation of Inclusive Education policy program in Special Education. The quantitative research would be research where the numerical data obtained would be statistically treated. It investigates the norms of behavior in order to generate general laws of behavior. This kind of data is obtained through closed question questionnaire and attitude scales.

Inclusive education promotes the process of including children with special needs (who are disabled or otherwise disadvantaged) into the regular education system where they should join their school-age peers in a learning process that is most conducive to their needs. Inclusive education is a strategy of addressing and responding to the diverse needs of all learners by increasing participation in learning and reducing exclusion within and from education. Best practices in inclusive education are identified practices or interventions that are linked to specific outcomes and contribute to improve provision of education not only for children with disabilities. Best practices are based on evidence or research that demonstrates a strengthened education delivery system where children with disabilities have increased access, attendance, and achievement in education. The ist of best practices presented here has been culled from the findings and recommendations offered by the respondents based on the suggestions, implemented surveys.