Abstract
This study investigates the barriers to implementing inclusive education in public elementary schools, focusing on how teachers’ profiles influence their experiences. Employing a mixed-methods design, data were gathered from 100 receiving teachers through surveys and semi-structured interviews. Quantitative analysis assessed the extent of policy, teacher-related, resource, attitudinal, and curriculum barriers, while qualitative insights explored effective teaching practices and solutions to address these barriers. The findings reveal that resource and infrastructure barriers pose the greatest challenges, followed by teacher-related and curriculum issues, with attitudinal and cultural barriers encountered to a limited extent. Teachers’ experiences significantly affect their perceptions of these barriers, with more experienced educators reporting greater difficulties. Differences were also noted based on sex, educational attainment, specialization, and training frequency, particularly in terms of resources and attitudes. Qualitative data highlighted individualized support, assessment adaptations, pull-out accommodations, empathy, home–school partnerships, teacher initiative, and adaptability as key strategies to overcome obstacles. The study concludes that while teachers are generally ready and positive toward inclusion, systemic constraints hinder effective practices. An action plan is proposed to enhance professional development, resource allocation, policy clarity, and collaborative leadership, aiming to bridge the gap between inclusive education policies and classroom reality. Strengthening these areas will empower educators and improve learning outcomes for students with special needs.
Keywords: Inclusive education, implementation barriers, teacher profile, special educational needs, resource constraints