Learning Challenges Of Children With Special Needs In A Generalized Learning System

Background: A uniform inclusive education system is often unable to adequately meet the learning needs of children with special needs, ultimately hindering their academic and social progress. This situation reflects a fundamental incompatibility between broadly applied education policies and the individual demands of students in inclusive settings.

Objectives: This study aims to identify various obstacles experienced by children with special needs in integrated learning environments while examining the contribution of teachers in addressing these challenges.

Method: A qualitative approach was employed, with data collected through structured observation and in-depth interviews with teachers and school managers involved in inclusive education programs.

Result: Key findings indicate that children with special needs face difficulties in grasping subject matter presented in a standard manner, experience restrictions in social interaction, and encounter a lack of adaptation in teaching methods to their individual characteristics. Furthermore, teachers face significant obstacles in providing intensive guidance, including limited instructional time, an excessive number of students, insufficient specialized training in inclusive education, and the constraints imposed by a rigid curriculum.

Conclusion: These findings suggest that systemic reform is necessary, particularly in teacher qualification criteria and professional development, to strengthen a genuinely inclusive learning ecosystem in which the potential of children with special needs can develop optimally