Teachers’ Perceptions of the Implementation of Disability Friendly Learning in Inclusive Classrooms

Abstract

Background: Inclusive education emphasizes equitable participation for students with disabilities within regular classrooms through adaptive pedagogy, accessible environments, and collaborative learning culture. Although inclusive policies have expanded globally, many schools continue to struggle with translating disability-friendly principles into sustainable classroom practices, particularly in resource-limited contexts where teachers rely on empathy and intuitive adaptation.

Aims: This study aimed to explore teachers’ perceptions of disability-friendly learning implementation in inclusive primary classrooms and to identify pedagogical, relational, and institutional factors influencing inclusive practice.

Methods: A qualitative case study was conducted at a public primary school involving two classroom teachers and one principal selected purposively. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analyzed using reflexive thematic analysis to identify patterns of accessibility, instructional adaptation, interaction dynamics, and institutional support.

Result: The findings indicate that teachers demonstrated strong empathy and adaptive strategies; however, inclusive practice remained constrained by limited infrastructure, insufficient professional training, absence of specialist support, and reliance on intuitive instructional adjustments rather than structured pedagogical frameworks.

Conclusion: Disability-friendly learning emerges as a dynamic process shaped by teacher agency, collaborative school culture, and systemic readiness, highlighting the need for sustainable professional development, accessible learning design, and policy alignment to foster meaningful participation.