Barriers To Knowledge Retention and Academic Progress in Learners with Intellectual Disabilities: An Analysis by SPED Stakeholders in Diffun Central School – Integrated Special Education (SPED) Center

Inclusive education seeks to ensure fair learning opportunities for students with intellectual disabilities by tackling the academic and environmental elements that impact their educational advancement. Recognizing the obstacles that impede knowledge retention and academic success is crucial for creating effective support programs and enhancing cooperation among schools, families, and communities. This research explored the barriers to knowledge retention and academic progress among students with intellectual disabilities as viewed by SPED stakeholders at the Diffun Central School–Integrated Special Education (SPED) Center. A descriptive quantitative research approach was utilized, involving 23 parents, guardians, and community stakeholders chosen through total enumeration sampling. Data collection was conducted using a questionnaire developed by the researcher, and the analysis involved frequency, percentage, mean, and standard deviation. The results indicated that students faced significant barriers, especially in memory retention, literacy skills, and receptive language. Support from the home environment was sporadic, showing limited reinforcement of learning activities outside of school. Stakeholders also pointed out insufficient specialized SPED knowledge and limited financial resources as major challenges impacting learner support. Additionally, communication and collaboration between stakeholders and SPED teachers were seen as only moderately effective, highlighting the need for stronger partnerships. The findings underscore the importance of enhancing stakeholder training, bolstering school-home collaboration, and providing adequate instructional resources and intervention programs to improve learning outcomes for students with intellectual disabilities. The study further suggests expanding support services and implementing collaborative strategies that advance inclusive education and support the academic growth of students with intellectual disabilities.