Barriers and Enablers of Inclusive Education for Learners with Disabilities: The Case of Philippine Primary Schools

This study explored the barriers and enablers in the implementation of inclusive education for learners with disabilities (LWDs) in primary schools under the Department of Education (DepEd) Camarines Norte, for School Year 2024–2025. It examined the respondents’ profiles, the barriers they encountered, significant differences based on their profiles, and enabling factors. Using a descriptive-correlational design, the study involved 114 SPED and receiving teachers from 20 elementary schools implementing the Special Needs Education. Data were collected through structured questionnaires and analyzed using descriptive statistics, Kruskal-Wallis H Test, Chi-square test, and correlation analysis. Most respondents were Teacher I–III (73.7%) with over seven years of experience (57%), but only 12.3% had SPED specialization. Physical and learning disabilities were the most commonly handled. Barriers were mostly perceived as significant, particularly family and community-related barriers, followed by policy barriers, resource barriers, and attitudinal barriers. Physical and environmental barriers registered the lowest. The results revealed no significant differences in perceived barriers when respondents were grouped according to teaching position, years of experience, area of specialization, or type of learners with disabilities they worked with. As for enablers, collaborative school culture emerged as the strongest, followed by inclusive curriculum and teacher training and professional development, family and community engagement, access to resources and infrastructure, and specialized support services recorded the lowest. The study concluded that while teachers are generally experienced, a lack of SPED training limits inclusive practices. Common challenges include teacher reluctance, inadequate infrastructure, policy gaps, limited resources, and social stigma. However, enablers such as collaboration, training, and flexible curricula help support inclusion. Recommendations include hiring more SPED-trained teachers, conducting awareness campaigns and training, improving infrastructure accessibility, ensuring clear policy guidelines, and institutionalizing comprehensive teacher training programs focusing on individualized education plans, differentiated instruction, and collaborative leadership approaches to better support inclusive education implementation.