Experiences of Students with Special Needs in Inclusive Education: Social Integration and Academic Challenges
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Abstract
Inclusive education aims to integrate students with special needs into mainstream classrooms, yet understanding of their lived experiences remains limited. Despite a growing body of research, the emotional and social dimensions of inclusion, particularly students’ peer interactions and sense of belonging, are underexplored. The knowledge gap lies in understanding how students with special needs perceive their social integration in inclusive classrooms. This study adopts a phenomenological approach to explore these experiences, providing insights into how students navigate the social challenges and academic demands of inclusive education. Data were collected through semi-structured interviews with students, teachers, and parents, and analyzed using interpretative phenomenological analysis (IPA). The findings generated three major themes: (1) negotiating peer relationships and social acceptance, (2) the role of teacher support in fostering participation and confidence, and (3) parental involvement as a source of emotional and academic support.The findings reveal that while students face significant challenges in social integration, teacher support and parental involvement are crucial to their positive experiences. Inclusive education enhances their sense of belonging but also highlights gaps in teacher preparedness and resources. These findings contribute to our understanding of inclusive education by emphasizing the importance of social and emotional factors, suggesting that more comprehensive support systems are needed. Future studies should further explore the long-term impact of inclusive education on students' overall development and the role of teacher training in fostering inclusive environments.
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