CHALLENGES AND OPPORTUNITIES OF INCLUSIVE MIDDLE SCHOOL MATHEMATICS FROM TEACHERS’ PERSPECTIVES

Abstract

Inclusive education has become a central priority in global education reform, and mathematics classrooms are at the forefront of this transformation. This study explores how middle school mathematics teachers perceive and implement inclusion, emphasizing their preparedness, confidence, and the barriers they encounter when teaching students with special educational needs (SEN). Employing a mixed-method approach, the research reveals a paradox: teachers strongly endorse the principles of inclusion but often feel underprepared to translate them into daily practice. Limited professional training, insufficient teaching resources, lack of support staff, and rigid curricula emerged as the most pressing obstacles. At the same time, teachers reported that inclusive practices have enriched their pedagogy, strengthened classroom communities, and fostered greater empathy among students. These findings underscore both the urgency and the opportunity of investing in teacher development, institutional support, and adapted resources to ensure that inclusive mathematics education moves beyond policy rhetoric and becomes a lived reality in classrooms