Students’ biases and accommodation in inclusive education: Understanding barriers and promoting equity in the classroom
Year: 2025
Type: article
Abstract: Inclusive education holds significant value today as it builds an environment where all students, regardless of their abilities, backgrounds, or needs, have equal opportunities to participate in learning. This approach promotes social integration, encouraging students to develop empathy, respect, and understanding for each other's differences, which are essential skills for life beyond the classroom. Inclusive education not only supports individual student development but also strengthens the social fabric by cultivating a more equitable, respectful, and inclusive society. This paper was positioned in exploring the inclusivity biases of pre-service special education (SPED) college students in handling classrooms with pupils having special needs. Their narratives reflected self-efficacy in promoting equity in classrooms. Pre-service SPED college students were purposively sampled from a higher education institution in Province of Biliran, Philippines. The study revealed that pre-service SPED students’ belief systems, formed by their perceptions, attitudes, and experiences, strongly influence how they approach inclusive education, particularly biases and low self-efficacy can hinder these. SPED college students feel uncertain and unprepared to meet diverse needs, often due to limited practical experience and a lack of confidence. The study suggested that training, practical field experiences, and reflective activities in teacher preparation programs can help future educators confront and overcome biases, strengthening their self-efficacy and readiness to support all students effectively. By addressing these beliefs early, teacher training programs have the potential to encourage inclusivity and promote equitable learning environments.
Author: Ronie N. Saporno
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4409461083