INCLUSION FOR LEARNERS WITH MULTIPLE DISABILITIES: BARRIERS AND STRATEGIES

Abstract

The study explores barriers that affect the meaningful inclusion of learners with multiple disabilities in mainstream schools and considers practical strategies for reducing those barriers. Fieldwork was carried out in ten mainstream schools in Ararat Region, Armenia. A qualitative research design was used, combining structured observation, questionnaires, and semi-structured interviews. The study drew on the perspectives of teachers, school leaders, support specialists, parents, and learners with multiple disabilities. Physical accessibility was examined through a structured observation checklist, while the use of reasonable accommodations, assistive technologies, and social participation was investigated through questionnaires and interviews. The findings show that inclusion is constrained by several interconnected factors. Physical accessibility was uneven across schools, with major gaps in adapted sanitary facilities, vertical access, and accessible information. Reasonable accommodations were often partial rather than comprehensive, and assistive technologies were not consistently available or used. Social participation was affected by teacher preparedness, peer acceptance, parental factors, community attitudes, and systemic conditions. The findings suggest that effective inclusion cannot be achieved through isolated measures. It requires coordinated work on the physical environment, individualized accommodations, assistive technology, professional development, family-school cooperation, and inclusive school culture.