Barriers faced by students with special needs in accessing quality inclusive education at primary school level

Abstract

Background The meaning of inclusive education in primary level is necessary as students with special needs should not merely be provided with access to school but with meaningful learning, security, inclusion, dignity, and inclusion. The research paper looked at the key challenges encountered by the students with special needs in obtaining quality inclusive education at primary school level. It was a qualitative study with a descriptive design. The information was gathered using semi-structured interviews with teachers, head teachers, parents, and students, classroom observations and school-accessibility checklists. Thematic analysis was applied to identify recurring barrier domains. The researchers conducted a study revealing that students experienced interrelated physical, instructional, curriculum, social, attitudinal, and administrative obstacles. Instructional barriers prevailed most with whole-class teaching, limited differentiation, the weakening feedback and the rigid assessment. Physical barriers encompassed the unavailability of toilets, ramps, inadequate assistive equipment, and the unavailability of resource rooms. Measures that manifested as social barriers included teasing, isolation of peers, low expectations, and the poor anti-bullying measures. The weaknesses in administration manifested in the form of ignorance of written accommodation plans, referral system, and budget support, specialist collaboration, and systematic monitoring. The findings reveal that inclusive education cannot be evaluated through enrolment. Inclusion of quality implies trained teachers, available facilities, modified materials, flexible testing, excellent leadership, communication to parents and school culture upholding the dignity of every learner.