Inclusion perspective among Arab special education teachers in Israel

Abstract This qualitative study explores the lived experiences of Arab special education (SPED) teachers in Israel who support the inclusion of students with learning disabilities in mainstream classrooms. Drawing on in‐depth semi‐structured interviews with ten SPED teachers, the study examines challenges related to professional preparation, instructional practice and systemic support within culturally and structurally complex educational contexts. The findings indicate a persistent gap between theoretical knowledge acquired in academic training and the practical competencies required in inclusive classrooms. Participants described feelings of professional unpreparedness, limited access to applicable instructional tools and a need for more sustained experiential learning opportunities. In addition, teachers emphasized the importance of structured professional guidance, mentorship and collaboration with general education teachers, school leadership and parents. Participants also reported that limited resources, insufficient support staff and restricted time for individualized planning constrain their ability to implement inclusive practices effectively. Furthermore, the narratives highlight the role of cultural sensitivity within the Arab education system, where social stigma and limited awareness regarding learning disabilities continue to shape teachers' work. Rather than offering causal conclusions, the study provides context‐specific insights into how Arab SPED teachers perceive and navigate the demands of inclusive education. The findings suggest that integrated training models, ongoing professional support and collaborative learning environments may contribute to strengthening teachers' sense of self‐efficacy and professional confidence in inclusive settings.