Embracing Inclusion: Experiences, Challenges and Resilience of Non-Sped Teachers in Inclusive Classrooms

This qualitative study explores the lived experiences, challenges, and resilience of non-special education (non-SPED) teachers working in inclusive classroom settings. As global educational systems increasingly adopt inclusive education models, the role of non-SPED teachers in supporting students with diverse learning needs has become both critical and complex. Through in-depth interviews with non-SPED teachers, the study reveals persistent challenges, including limited training, lack of institutional support, and difficulties in adapting instruction to meet the varied needs of students with disabilities. Despite these obstacles, participants demonstrated significant adaptability and personal growth, developing creative strategies, empathy, and a deeper commitment to inclusive practices. The findings highlight the transformative potential of inclusive education, not only for students but also for educators. Moreover, the study underscores the urgent need for targeted professional development, emotional and institutional support, and inclusive policy frameworks that empower non-SPED teachers to thrive in inclusive environments. This research contributes to the growing body of international literature advocating for systemic reforms to support inclusive education and teacher well-being.