Barrierstoinclusiveeducation 151009102629 Lva1 App6891

1.
ATTITUDINAL BARRIERS
 Some of the greatest barriers related to inclusion in education are
negative attitudes. Many people are not prepared to interact with
people with disabilities. They think that persons with disabilities lack
the skills needed to live in the community or to be educated with non-
disabled children.
1. ATTITUDINAL BARRIERS
 Another attitudinal barrier faced by students with disabilities is
physical and emotional bullying which is a serious barrier to learning
and can lead to isolation and closure of possible inclusion. Often, they
are the object of ridicule or outright ostracism in school and
community.
1. ATTITUDINAL BARRIERS
 As with society in general, it is important that consistent and strong
advocacy must be given to them considering that negative attitudes
and stereotypes are often caused by a lack of knowledge,
understanding, and acceptance of persons with disabilities.
2. PHYSICAL BARRIERS
 The lack of wheelchair ramps in school buildings, malls, parks,
playgrounds, washrooms, and public transportation is a main difficulty
identified by several students with disabilities when going to school
and public places. Undoubtedly, most school structures do not respond
to this requirement.
2. PHYSICAL BARRIERS
 There is also lack of facilities or assistive technology to aid children
with a particular type of difficulty. Assistive technology (AT) means
the products and the services designed to meet the particular needs of
people with disabilities allow them to build up their abilities and
meaningfully participate in the affairs of their home, school, work and
community.
3. INAPPROPRIATE CURRICULUM
 The curriculum is one of the chief impediments to the progress of

inclusive education. It happens because it does not meet the needs of a
broad range of diverse learners. In many contexts, it is centralized in
design and rigid in approach which causes little flexibility for
modification based on the local setting or for teachers to try out new
approaches.
4. UNTRAINED TEACHERS
 The educators are the most significant human resource for advancing
inclusive education. Their proficiency and outlook have a dramatic
impact on the lives of students who are different and who have
learning challenges. Unfortunately, the teachers’ competency and
attitudes can be the most important constraints for inclusive education.
 Apart from lack of technical ability is the teachers’ attitude. If teachers

do not have optimistic attitude toward children with special
educational needs, meaningful education for them is far-fetched.
 Moreover, the persistent demand for standardized testing or other

academic standards might hinder teacher’s creativity in teaching
children with special needs.
5. INADEQUATE FUNDING
 Insufficient funding is a chief threat to the implementation of
inclusion. It is reflected in the scarcity of resources like insufficient
classrooms, inadequate facilities, lack of teachers, and/or dearth of
qualified staff, scarce learning materials, and absence of support.
Significantly, insufficient funding can hamper ongoing professional
development that helps keep both specialists and classroom teachers
updated on the best practices of inclusion.
6. POOR ORGANIZATION OF THE
EDUCATION SYSTEM
 Responsibility for decisions tends to be located at the highest level and

the focus of management remains oriented toward employees,
complying with rules rather than ensuring quality service delivery.
6. POOR ORGANIZATION OF THE
EDUCATION SYSTEM
 Another organizational barrier is the lack of communication among

administrators, teachers, specialists, staff, parents, and students. As a
result, information on the number of students excluded from the
school system is lacking.
7. POLICIES AS BARRIERS
 Policy makers who have unsound grasp or opposing views on

inclusive education are obstacles to the implementation of inclusive
policies.
These obstacles in inclusive education consist of a short list of
factors that can affect students with disabilities in a general education
classroom. Only a profound understanding of these factors and relevant
issues that hinder inclusion, and the elimination of them will make true
inclusion a reality for all children to learn together.
Which of the barriers to
inclusive schooling is a major
challenge to school systems in
the Philippines today?
Thank You!

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1.

 The curriculum is one of the chief impediments to the progress of

 Apart from lack of technical ability is the teachers’ attitude. If teachers

 Moreover, the persistent demand for standardized testing or other

 Responsibility for decisions tends to be located at the highest level and

 Another organizational barrier is the lack of communication among

 Policy makers who have unsound grasp or opposing views on

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