Abstract

Inclusive education aims to ensure equitable access and meaningful participation of learners with disabilities in mainstream classrooms; however, learners with blindness continue to face persistent instructional and assessment barriers, particularly when taught by non-SPED teachers. This study explored the classroom experiences of learners with blindness at Bacolod City National High School to better understand how inclusion is enacted in regular secondary classes. Using a qualitative multiple case study design, five blind or visually impaired learners were purposively selected based on defined inclusion criteria. Data were gathered through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis framework. Findings revealed that verbal explanations and individual assistance were the primary forms of teacher support, while assistive materials and peer support played a critical role in learning participation. Despite experiencing inclusion in classroom activities, learners encountered significant challenges in visually based lessons and assessments. Emotional responses to inclusion ranged from motivation to anxiety, highlighting the social and psychological dimensions of inclusive practice. Lessons learned from the multi-case analysis emphasize that inclusion in mainstream classrooms often relies on learner resilience and peer support rather than systematic accommodations. The study underscores the need for targeted teacher training, accessible assessment practices, and institutional support. While limited by a small sample and single-site context, the findings provide directions for future research on inclusive interventions and longitudinal learner experiences.