Learning Roadblock: A Convergent Parallel Study of Inclusive Education Perceptions
DOI:
https://doi.org/10.54536/jtel.v3i3.5352Keywords:
Inclusive Education, Learning Barriers, Student PerceptionAbstract
Inclusive education aims to provide every student with an equal opportunity to succeed; however, for many, the reality falls short of this goal. This study explored the experiences of students from the College of Teacher Education in inclusive classrooms and the challenges they face. By employing a convergent parallel mixed-method design, the researchers synthesized survey information with personal experiences, contributing to a broader understanding of the learning barriers present. A sample of 100 students, selected purposefully, completed a 40-item Likert-scale questionnaire, while seven students participated in individual interviews, and eight engaged in focus groups. The responses were analyzed using descriptive statistics and the Kruskal-Wallis test, indicating that students across various programs and year levels shared similar perspectives. The results revealed a significant perception of learning barriers overall, with a very high level of reported issues linked to the school context and prevailing attitudes, followed by educational responses and resource availability. From the interviews and discussions, two key themes emerged: gaps in adaptive teaching practices and disruptions in the learning environment resulting from behavioral challenges and emotional strain. These findings indicate that, while inclusive education represents progress, further efforts are necessary. Students advocate for improved teacher preparation, greater access to learning tools, and a school culture that is more understanding, patient, and inclusive of everyone. This study aims to inspire future initiatives in developing learning spaces where all students feel supported and valued
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Copyright (c) 2025 Sophia Cynna O. Zuniga, Trisha Mae L. Poliquit, Khyla Q. Policarpio, Jilliene Samantha C. Napil
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