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Barriers to Effective Learning among Students with Physical and Intellectual Disabilities in Contemporary Educational Environments

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• Volume 12,Issue 6, Nov. 2025

Year:

2025

Type of Publication:

Article

Keywords:

Disability, Inclusive Education, Accessibility, India, Social Work, Intellectual Disability

Authors:

• Hooda, Garima

Journal:

IJIRES

Volume:

12

Number:

6

Pages:

125-138

Month:

November

ISSN:

2349-5219

BibTex:

@article{2090, author = "Garima Hooda", abstract = "Inclusive education is a key policy priority in India, yet students with physical and intellectual disabilities continue to face significant barriers within mainstream educational settings. This mixed-methods study analyses primary data collected from 50 students to examine challenges related to physical accessibility, academic support, social inclusion, psychosocial well-being, and access to assistive and counselling services. Data was gathered using a structured questionnaire and analysed through descriptive statistics, cross-tabulations, and chi-square tests. The findings reveal persistent infrastructural gaps, particularly in restroom accessibility and campus mobility, uneven teacher preparedness and academic support, experiences of bullying and social exclusion, and limited availability of assistive technology and mental health services. Drawing on these findings, the study reflects on implications for inclusive education policy and practice in the context of the Rights of Persons with Disabilities Act (2016), the National Education Policy (2020), and the Samagra Shiksha framework, and highlights the need for coordinated reforms to advance inclusive schooling.", issn = "23495219", journal = "IJIRES", keywords = "Disability, Inclusive Education, Accessibility, India, Social Work, Intellectual Disability", month = "November", number = "6", pages = "125-138", title = "{B}arriers to {E}ffective {L}earning among {S}tudents with {P}hysical and {I}ntellectual {D}isabilities in {C}ontemporary {E}ducational {E}nvironments", volume = "12", year = "2025", }

Abstract:

Inclusive education is a key policy priority in India, yet students with physical and intellectual disabilities continue to face significant barriers within mainstream educational settings. This mixed-methods study analyses primary data collected from 50 students to examine challenges related to physical accessibility, academic support, social inclusion, psychosocial well-being, and access to assistive and counselling services. Data was gathered using a structured questionnaire and analysed through descriptive statistics, cross-tabulations, and chi-square tests. The findings reveal persistent infrastructural gaps, particularly in restroom accessibility and campus mobility, uneven teacher preparedness and academic support, experiences of bullying and social exclusion, and limited availability of assistive technology and mental health services. Drawing on these findings, the study reflects on implications for inclusive education policy and practice in the context of the Rights of Persons with Disabilities Act (2016), the National Education Policy (2020), and the Samagra Shiksha framework, and highlights the need for coordinated reforms to advance inclusive schooling.

Full text: IJIRES_2090_FINAL.pdf Online version [Bibtex]