INCLUSIVE EDUCATION AND THE CHALLENGES OF STUDENTS WITH PHYSICAL DISABILITIES: EVIDENCE FROM A HIGHER LEARNING INSTITUTION IN BILIRAN ISLAND

This study examined the challenges faced by students with physical disabilities at Biliran Province State University (BiPSU), focusing on financial, academic, infrastructural, and social dimensions of their educational experiences. Using a descriptive research design, data were gathered from 11 respondents with physical disabilities through surveys and interviews. Findings revealed that most respondents were female (63.64%) and enrolled in bachelor’s degree programs (90.91%), with no representation at the master’s level. While 45.45% of facilities were rated available and adequate, significant inadequacies were identified in ICT laboratories (63.64% deemed insufficient), science laboratories (54.55% inadequate), and dormitories, which hindered accessibility. Teaching and learning materials were largely available (90.91%) and accessible (81.82%), yet gaps persisted in curriculum inclusivity and specialized support. Socially, students experienced mixed realities: while 63.64% reported no issues in peer interaction and 81.82% affirmed freedom of worship, 36.36% noted challenges such as shyness, stigma, or stereotyping, and only 27.27% participated in sports and extracurricular activities. Financially, most respondents relied on parents as their primary sponsors, with limited scholarship access or supplementary work. More than half (54.55%) reported that their financial support was inadequate to cover direct educational costs, underscoring economic vulnerability. The study concludes that while BiPSU demonstrates progress toward inclusivity, systemic barriers persist, particularly in infrastructure, financial assistance, and social integration. Addressing these requires upgrading facilities, enhancing scholarship programs, expanding disability-focused health and academic support, and implementing awareness campaigns to reduce stigma. The findings contribute to the discourse on inclusive education in the Philippine context, highlighting the urgent need for institutional reforms to promote equity, accessibility, and full participation of students with physical disabilities in higher education.