Teachers’ perceived barriers to effective inclusion: A study on the mainstreaming of special needs learners in general education classes

Abstract

This descriptive study determined the barriers encountered in the implementation of inclusive education at Marigondon Elementary School during the School Year 2025-2026, as a basis for developing a strategic action plan. Utilizing a validated questionnaire, data were gathered from 60 teachers selected via purposive sampling. The research assessed teachers’ perceptions across five barrier dimensions: attitudinal, physical and environmental, policy, resource, and family and community. Findings revealed significant challenges across all domains. Resource barriers were perceived as most critical highlighting severe shortages in specialized learning materials, assistive technologies, and direct teacher support. Physical and environmental barriers particularly inadequate classroom space and inaccessible facilities, were also highly evident. While attitudinal barriers were moderate, issues like limited peer acceptance and lack of external support persisted. Policy barriers centered on inadequate training provisions and weak monitoring, whereas family and community barriers stemmed from low awareness and stigma. Statistical analysis further indicated that teachers’ perceptions of these barriers significantly differed based on their highest educational attainment and years of teaching experience. The study concludes that inclusive education implementation is impeded by a complex interplay of systemic, resource-based, and socio-cultural barriers. To address these multifaceted challenges, the study outputs a comprehensive, multi-component action plan titled “PROJECT MESA” (Mainstreaming through Enhanced Support and Accessibility). This strategic plan provides targeted, measurable interventions designed to systematically overcome the identified obstacles, thereby fostering a truly equitable and effective inclusive learning environment for all students at Marigondon Elementary School.