Areas of (in)accessibility in inclusive education. A focus group research report with polish teachersabstract

Abstract

Introduction: Inclusive education is a multifaceted issue that creates space for educational and pedagogical activities for both students and teachers. In practice, however, there is a clear discrepancy between declared assumptions and the school reality, which continues to be characterised by numerous difficulties and barriers for participants in the educational process.

Research Aim: The aim of this study was to understand teachers' experiences related to the implementation of inclusive education in mainstream schools, with a particular focus on the broadly understood accessibility in education.

Method: A qualitative research design was employed, utilising Interpretative Phenomenological Analysis. Data were collected through nine focus group interviews with 70 teachers.

Results: The findings indicate a significant organisational and institutional gap, which exacerbates teacher frustration and prevents the full potential of the educational process from being utilised. Key challenges include difficult access to teaching aids, inadequate architectural space, insufficient knowledge and skills to work with students with diverse educational needs, and limited school resources. At the same time, several good practices were identified that improve the daily functioning of schools and can serve as a starting point for systemic improvements.

Conclusions: Recommendations are presented, aimed at increasing accessibility through targeted training, active involvement of the school community, and strengthening of existing support systems.