The inclusion of the physically impaired learners in the mainstream education has, lately, become a public concern as their manifold struggles will make or break their success academically. Despite this, there is a lack of action to address the problem as evidenced by the absence of a disability perspective in the Philippine context. This study, optimistically, endeavors to serve as one of the voices (amongst many) of the physically impaired. The objective is to further urge the authorities to take into consideration their pressing concerns.

This study utilized the descriptive phenomenological approach. The researcher employed purposive sampling with the following criteria: students from a public school who are in the mainstream; those who are willing to participate; are mentally sound and; those with consent from the schools they are attending and from their guardians. The researcher utilized interview to gather data from the respondents. Documentations and audio recording were used to facilitate the data gathering. This research has gained ethical approval from the UC-IERC.

Data were analyzed using the thematic analysis. Results revealed that the difficulties of the physically impaired learners vary and are dependent on the extent of their impairment. Exploring the verbatim accounts of the six (6) participants, the researcher extracted significant statements and organized the formalized meanings into clusters of themes. Three themes emerged from the data generated in the course of conversation with the physically impaired learners. The three themes are- "Cross to bear"; "Callous consideration", and; "Mind over body".

In conclusion, the participants were found to have common problems and difficulties with respect to their education. They struggled much with the physical structure of the school environment, inconsiderate classmates, lack of social acceptance, and the problem on the curriculum they have. As such, the researcher recommends that there shall be re-structuring of the guidelines or policies for the disabled students in the mainstream. With this, the physically impaired learners could have equal opportunities with the physically able. Further, the teachers and physically able students will be informed on how to help and accommodate children with disabilities. Because of the limitations of the study, the researcher recognizes that the findings may not be applied to other locale and to others with physical impairment. Thus, it is strongly recommended that a further study should be done considering a wider setting and population.