College Teachers' Openness to Inclusion and Students with Disabilities Experiences: A Mixed Method Study

Educators have expressed concern over the limited research on college teachers' perspectives regarding inclusion and the experiences of students with disabilities. This study aimed to assess the openness of college teachers to students with disabilities and describe these students' experiences in inclusive classrooms at a local college in Tangub City, Misamis Occidental, Philippines. Data were collected using the My Thinking About Inclusion Scale (MTAI) from 51 teachers and a semi-structured interview guide questionnaire administered to 6 students with disabilities. The quantitative data were analyzed using descriptive and inferential statistics, while interview transcripts were analyzed using Braun and Clarke's (2006) six-step thematic analysis. Results indicated that teachers' attitudes toward inclusiveness were not significantly associated with their demographic profiles. Teachers displayed positive attitudes in core perspectives and classroom practices related to inclusion but remained neutral regarding the expected consequences of inclusion. From the students' interviews, seven themes emerged: inclusion boosts confidence, inclusion promotes inclusivity, their limitations are often unknown to teachers or peers, instruction frequently does not cater to their needs, support from teachers and classmates, and disability does not hinder them from accomplishing their tasks. Students perceived inclusion as crucial for developing self-esteem and earning respect from peers and teachers. However, they faced challenges in the classroom that could be mitigated through fitted instructional strategies and institutional support systems. While students valued inclusion for its positive impact on their confidence and acceptance, they also highlighted the need for better accommodation and support to enhance their educational experiences.