Perceptions on the Performance and Access to Quality Education for Physically Challenged Students within Inclusive Schools

Abstract

Students with physical disabilities still face systemic barriers, while many schools are unable to provide equal access to learning and competent teachers in inclusive education. This study aims to analyze perceptions of performance and access to quality education for students with physical disabilities within inclusive school settings. The study employed a descriptive quantitative approach, collecting data through a validated questionnaire with a reliability coefficient of 0.84. Data were analyzed using statistical software through frequency and percentage calculations to interpret the main findings. The results revealed that 63% of students with physical disabilities experienced misunderstandings of learning materials, 83% reported discrimination from teachers and peers, and 70% felt they were not actively involved in classroom activities. Furthermore, 80% of students stated that they lacked adequate access to learning materials, and most perceived that teachers had not received sufficient professional training in inclusive teaching practices. These findings highlight the urgent need for professional development programs for teachers, as well as policy strategies that strengthen educator competence, provide adaptive learning resources, and foster genuinely inclusive school cultures for students with physical disabilities. The implication is that the results of this study can serve as a basis for policymakers, educational institutions, and other stakeholders to design more targeted interventions to improve teacher capacity, expand access to disability-friendly educational facilities, and build a sustainable and equitable learning system for all students.