Descriptive-correlational analysis reveals challenges in inclusive education for children with special needs, highlighting inadequate administrative support.
Key Points
Children with special needs face significant barriers in accessing inclusive education, impacting their learning experiences.
While school administrators provide some support, it is often insufficient to meet the complex needs of inclusive classrooms.
No significant relationship was found between administrative support and perceived difficulty of inclusive education, suggesting deeper systemic issues.
Teachers' perceptions of barriers in inclusive education did not vary significantly across demographic profiles, indicating a universal challenge.