Abstract

This study examined the barriers to mathematics achievement among students with physical disabilities in inclusive secondary schools in Ondo State, Nigeria. The study adopted a descriptive survey research design. The population comprised all public secondary schools in Ondo State, while the sample consisted of 150 respondents selected from inclusive public secondary schools. A structured questionnaire was used for data collection. The instrument was validated by experts in mathematics education, special education, and measurement and evaluation. Its reliability was established through a pilot study using Cronbach’s Alpha. Data collected were analysed using frequency counts, percentages, mean, and standard deviation. The findings revealed that students with physical disabilities faced school-based, teacher-related, learner-related, and support-related barriers in learning mathematics. Major barriers included inaccessible classrooms, poor seating arrangements, lack of ramps, inadequate teacher preparation, unsuitable teaching methods, physical fatigue, slow writing speed, low confidence, lack of assistive devices, and unsuitable examination arrangements. The study concluded that mathematics achievement among students with physical disabilities could improve when inclusive schools provide accessible facilities, trained teachers, adapted instructional materials, counselling support, peer support, and fair assessment conditions.

Keywords: Mathematics achievement, Physical disabilities, inclusive education, secondary schools,

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