Building Academic Confidence through Inclusive Practices: The Role of Family, Teachers, and Peers in Chemistry Learning

Abstract

This study investigates how students with disabilities (SWD) build confidence in learning chemistry within an inclusive vocational school context in Yogyakarta, Indonesia. Employing a qualitative case study approach, data were collected from eight participants through interviews, classroom observations, and document analysis. The findings reveal that SWD confidence emerges through the intersection of three key factors: sustained parental support, responsive instructional strategies, and emotionally safe peer interactions. Parents provided emotional reinforcement and digital learning resources tailored to their children’s needs, aligning with Universal Design for Learning (UDL) principles. The chemistry teacher adapted pedagogical practices through multimodal explanations and personalized pacing, despite limited institutional training. Peer support, when present, reinforced SWD self-esteem and resilience, while a lack of social integration posed risks of psychological exclusion. The study concludes that meaningful inclusion requires systemic collaboration across family, school, and social atmosphere and must extend beyond administrative placement to promote academic identity, autonomy, and belonging. Implications for inclusive pedagogy, teacher development, and school policy are discussed.