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p-Index From 2021 - 2026
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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Estillore, John O.
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Humanities Education Library & Information Science Social Sciences Other

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Needs of learners with disability: inputs in promoting inclusive education Estillore, John O.; Arante, Ramil B.
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.23807

Abstract

This study explored the critical needs of learners with disabilities and their impact on promoting inclusive education. With the growing emphasis on creating equitable learning environments, it is essential to understand the unique challenges and requirements faced by learners with disabilities in the context of Caraga State University Cabadbaran Campus, an educational institution based in the Philippines. Through a sequential exploratory mixed-methods approach, which includes surveys of 900 participants out of 3,000 enrolled learners and interviews with 10 participants from 61 learners with disabilities based on the survey results, the study identified critical needs essential for their academic growth. These are academic needs, social integration and identity needs, preferred learning environment, peer support and learning assistance needs, inclusivity and equity needs, and a supportive learning environment. These needs suggest that a holistic approach integrating mental health, financial aid, inclusivity, peer assistance, and personalized learning can significantly improve the educational experiences of learners with disabilities, promoting a more equitable and supportive learning environment. These findings also serve as inputs to guide educational institutions toward more inclusive practices, ensuring that learners with disabilities are given equal opportunities to succeed academically. Addressing their needs contributes to the ongoing efforts to promote inclusive education in higher education institutions, fostering a more supportive and accommodating environment for all learners.
Inclusive education journey: comparative insights from gifted and differently abled learners Arante, Ramil B.; Estillore, John O.
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.37782

Abstract

This study aimed to comparatively examine the educational needs of learners with disabilities (LWDs) and potentially gifted learners (PGLs) within higher education institutions, highlighting their distinct yet overlapping requirements for inclusive learning. Using a qualitative-comparative research design, 20 participants, 10 from each group, were selected through purposive sampling. Semi-structured interviews were conducted and analyzed using Braun and Clarke’s thematic framework to identify convergent and divergent themes. Results revealed that both groups face systemic and pedagogical barriers, including rigid curricula, limited institutional support, and insufficient guidance in developing social-emotional skills. While LWDs emphasized accessibility, assistive technologies, and equitable participation, PGLs highlighted the need for enrichment, mentorship, and intellectual challenge. Despite differing emphases, both groups shared the need for inclusive policies, emotional support, and a sense of belonging. The study proposes an integrated model of inclusivity that unites adaptive pedagogy, personalized mentorship, and wellness programs under coherent institutional policies. This framework reframes inclusion from fragmented interventions toward a holistic, equity-driven approach that values diversity as a resource for learning. Findings contribute to the global discourse on inclusive education by demonstrating that authentic inclusivity in higher education emerges when accessibility and excellence are addressed through a unified, transformative educational system.
Co-Authors Arante, Ramil B.