<![CDATA[Research on inclusive mathematics education has often examined instructional barriers and individual forms of support separately, while the coordination of support around a student with a physical disability remains less clearly described. This study aims to describe the mathematics learning barriers experienced by a student with a physical disability in an inclusive classroom and to analyze collaborative support from the teacher, parents, and peers in addressing these barriers. The study employed a descriptive qualitative approach with a case study design at an inclusive junior high school in Kudus. Data were obtained through observation, an interview with a teacher, and documentation. Data trustworthiness was examined through credibility, transferability, dependability, and confirmability, while data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing and verification. The findings show that the student experienced mathematics learning barriers related to mobility, motor activities, visual access, conceptual understanding, assessment, and social participation. Teacher support was reflected in learning assistance, seating arrangements, and emotional reinforcement. Parental support included transportation, support for daily needs, and informal communication with the teacher. Peer support included mobility assistance, motivation, and social acceptance. The findings indicate that purposeful collaborative support is needed to reduce mathematics learning barriers and strengthen the student’s participation and independence in an inclusive classroom. Keywords: mathematics learning barriers, inclusive classroom, collaborative support, mathematics learning, student with a physical disability.]]>
