Exploring the Experiences of Disabled Students in Mainstream Classrooms

Inclusive education has been a central goal in the global effort to ensure equitable access to quality learning for all students, regardless of their abilities or disabilities (UNESCO, ۲۰۲۰). The principle of inclusive education embraces the idea that all learners, including those with various types of disabilities, should be provided with opportunities to participate fully in the general education system (Ainscow & César, ۲۰۰۶). However, the realization of truly inclusive classrooms and schools remains an ongoing challenge, as disabled students often continue to face barriers and exclusion within mainstream educational settings (Slee, ۲۰۱۹). To address this gap, it is crucial to center the voices and experiences of disabled students themselves. Qualitative research that explores the perspectives of disabled learners can provide valuable insights into the complex and nuanced reality of inclusive education practices (Cologon, ۲۰۱۳). By understanding the lived experiences of disabled students in mainstream classrooms, educators and policymakers can develop more effective strategies to foster inclusive learning environments and ensure the meaningful participation of all students (Forlin et al., ۲۰۱۳).This study aims to contribute to the growing body of research on inclusive education by investigating the experiences of disabled students in mainstream classroom settings. Through in-depth interviews and focus groups, the study explores the perspectives of disabled students on the accessibility of the physical and learning environment, the attitudes and support from teachers and peers, and the overall impact of inclusive practices on their academic and social well-being.