Mainstreaming is one of the applications of inclusive education. This pertains to the placing of pupils with special needs in classrooms with other pupils (UNESCO, 2005).This exertion in dealing with equity of education has encountered challenges to include lack of clear guidelines on the policy implementation of integrated education and among others.

This study aimed to explore the impediments encountered in mainstreamed classes which defeat the purpose of the implementation of inclusion. Furthermore, it examined the necessary strategies and alternatives to achieve successful outcomes. It was carried out in Zamboanga City and adopted a case study design. Data collection was done through questionnaires, FGD and document analysis. A total of 4 main respondents and 5 key informants participated in the study and data was analyzed using both methods.

Results revealed that while many stakeholders support inclusion, there is still much work required to overcome the obstacles. Findings further disclosed that K to 12 was not adapted, there was unavailability of mobility cane, and learning resources and teachers training were inadequate.

The study cited barriers experienced by students with visual impairment (VI) such as provisions of the law are not observed characterized by the lack of the full support of the government. The extent of adaptation to these needs would determine the degree of success of its implementation.

It is recommended that the government should provide teaching/ learning resources for the students with VI, and capacity building for teachers on special education should be performed. Informative drives at the community level with emphasis on the fact that disability is never an inability are also encouraged for.