THE ENVIRONMENTAL ACCESSIBILITY TO INCLUSIVE EDUCATION PRACTICE FOR PERSON WITH PHYSICAL DISABILITY

Abstract

This study examines Dalkoch Primary School's environmental accessibility to inclusive practices for students with physical disabilities. Its goal is to evaluate the physical surroundings of the school in order to pinpoint any obstacles to inclusion. To comprehend accessibility potential and limitations, a mixed-methods design is used, includes a case study approach. Purposive and random samplings are used to choose participants, who include teachers, school administrators, and students with physical disabilities, in order to reflect a range of viewpoints. Surveys, semi-structured interviews, focus groups, and in-person observations of the school's facilities and classrooms are all used in the data collection process. Accessibility levels are assessed using statistical analysis of survey quantitative data, and major obstacles and enablers are identified through theme coding of qualitative data. Strengths and places for growth are identified by the findings, which include a lack of suitable infrastructure, a lack of inclusive practice training for teachers, and a need for a better understanding of the unique requirements of each student. Enhancing environmental accessibility through universal design principles, stronger support systems, and enhanced teacher training is what study suggests. Subsequent investigations ought to examine how these enhancements affect student performance and accessibility best practices in comparable learning environments.

Keywords: Environmental, accessibility, inclusive education practice, student, physical disability.

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