AN EXAMINATION OF SPECIAL EDUCATION TEACHERS’ PERSPECTIVES ON INCLUSIVE EDUCATION

The purpose of this research is to explore special education classroom teachers’ views and policies regarding inclusive education, the activities and practices they implement in their classrooms, and the training they require. This research employs a qualitative research method designed in a descriptive framework. Data were collected through semi-structured interviews with 20 special education teachers. The findings reveal that teachers hold diverse perspectives on inclusive education policies. Many emphasized the importance of respecting diversity within inclusive practices. Teachers are seen as key actors in achieving the goals of inclusive education. According to participants, inclusive education policies may encompass integration, staff development, multicultural approaches, social benefit, public safety, and individualized strategies for learners with disabilities. The research concludes that in-service training and seminars should be provided to enhance teachers' awareness and understanding of inclusive education.