ABSTRACT
The paper explores the advantages and impediments of inclusive education settings over segregated settings based on reporting of students with disabilities and their teachers pooled through purposive sampling through face-to-face in-person, in-depth interviews spanning over an hour. The paper identifies the challenges of inclusive educational settings in serving the needs of students with disabilities. Perspectives on inclusion are reported as expressed by students and teachers both. Results were interpreted following inductive phenomenological thematic analysis methodology. The paper brings forth crucial elements highlighting the paradoxes of inclusion and segregation. The findings provide valuable insights highlighting the pros and cons of the current status of inclusive and segregated educational settings for students with disabilities. Findings provide valuable insights for navigating strategic and constructive pathways for inclusive education to effectively cater for the needs of students with disabilities.
