Bridging the Gap: Teachers’ Perceptions of School-Related Barriers and the Administrative Support in the Accessibility of Inclusive Education

This study explored the perceived challenges faced by children with special needs in accessing inclusive education, alongside the level of support provided by school administrators, as viewed by teacher-respondents in District 1 of SDO Parañaque City. The research aimed to determine whether a significant relationship exists between these two variables and whether perceptions vary based on teachers’ demographic profiles. Using a descriptive-correlational research design, data were gathered from teachers through a structured questionnaire, and statistical tools such as Pearson correlation, independent samples t-tests, and one-way ANOVA were employed for analysis. Findings revealed that children with special needs continue to face moderate to high levels of difficulty due to interconnected barriers, economic, institutional, legal, physical, and social. While school administrators provided moderate support, it was found to be insufficient in fully addressing the complex needs within inclusive classrooms. The Pearson correlation analysis indicated no significant relationship between administrative support and perceived difficulty, suggesting that other factors, such as resource availability and teacher training, may have a greater influence. Furthermore, no significant differences in perception were found across demographic variables such as sex, age, educational attainment, or length of experience, highlighting that the challenges in inclusive education are systemic rather than personal. Based on these findings, a comprehensive action plan was proposed focusing on strengthening administrative leadership, enhancing collaboration, improving resource provision, raising awareness of inclusive policies, and supporting teachers' workload. The study concludes that inclusive education requires a more integrated, system-wide approach that engages all stakeholders and addresses barriers at multiple levels to ensure equitable access for all children.