Abstract

Inclusive education has emerged in recent years as a dominant educational paradigm, replacing segregated and partially integrated models of education for students with special educational needs. Rooted in the principle of “education for all,” inclusive education seeks to ensure equal access, participation, and educational success for learners with disabilities within regular schools alongside their typically developing peers. Beyond academic achievement, inclusive education emphasizes social participation, emotional development, and the creation of learning environments in which diversity is valued and all students feel respected and supported. International evidence suggests that inclusive education contributes to social integration, reduces stigma, promotes positive attitudes toward disability, and enhances students’ mental health and overall well-being. Despite these recognized benefits, the effective implementation of inclusive education remains a major challenge in many educational systems.Teachers play a central role in the successful realization of inclusive education, particularly special education teachers who serve as key facilitators of inclusion by adapting instructional strategies, supporting classroom teachers, and responding to the diverse needs of students with disabilities. In inclusive schools, these teachers—often referred to as resource teachers or liaison teachers—bridge the gap between special and general education. However, research has consistently shown that special education teachers face numerous challenges that hinder effective inclusive practices, including inadequate resources, insufficient professional training, large class sizes, lack of administrative support, and resistance from school staff. Behavioral challenges among students with special needs have also been identified as a significant source of stress for teachers in inclusive settings. In Iran, empirical research on inclusive education has been largely quantitative, with limited qualitative exploration of teachers’ lived experiences. Consequently, there is a need for in-depth qualitative studies that capture teachers’ perspectives on the challenges, opportunities, and outcomes of inclusive education in real school contexts.The present study aimed to explore the lived experiences of special education teachers involved in implementing inclusive education in regular schools. Specifically, the study sought to answer the following research question: How do special education teachers experience the implementation of inclusive education in inclusive schools? A qualitative research design based on phenomenology was employed to gain an in-depth understanding of teachers’ subjective experiences and meanings attributed to inclusive education.Participants consisted of 16 special education teachers working as liaison teachers in inclusive schools in Tehran Province during the 2024–2025 academic year. Purposeful sampling was used, and data collection continued until data saturation was reached. Inclusion criteria included having at least four years of teaching experience in inclusive and special schools, holding an official assignment for inclusive education, and having experience working with students with visual impairments, hearing impairments, or physical-motor disabilities. Data were collected through individual, in-depth, semi-structured interviews lasting between 30 and 45 minutes. Interviews were conducted outside the school environment to ensure confidentiality and encourage open expression. Ethical principles, including informed consent, voluntary participation, confidentiality, and participants’ right to withdraw at any stage, were strictly observed.Data analysis was conducted using Colaizzi’s nine-step phenomenological method. Interview transcripts were read repeatedly to achieve immersion in the data, significant statements were extracted, meanings were formulated, and themes were organized into clusters. Credibility and trustworthiness were enhanced through member checking, peer debriefing with two experts in exceptional children psychology, prolonged engagement with the data, and rich, thick description to support transferability.Analysis of the data resulted in the identification of three main themes and eleven subthemes reflecting teachers’ lived experiences of inclusive education. The first main theme, educational challenges, encompassed five subthemes: shortage of special education teachers, lack of educational resources and assistive materials, overcrowded classrooms, inflexible curriculum content and teaching methods, and inappropriate assessment and evaluation practices. Teachers emphasized that the shortage of special education teachers significantly increased their workload and limited the quality of support provided to students with disabilities. Inadequate access to specialized instructional materials, assistive technologies, and adaptive learning tools further constrained effective teaching. Large class sizes made individualized instruction difficult, while rigid curricula failed to accommodate diverse learning styles and paces. Additionally, traditional assessment practices were perceived as inequitable and insufficiently responsive to students’ specific needs.The second main theme, managerial and systemic challenges, included four subthemes: insufficient continuous professional development, lack of financial resources, inadequate physical accessibility and school adaptation, and resistance from school administrators and colleagues. Participants highlighted the need for ongoing, practical, and skill-based professional training to enhance teachers’ competence and confidence in inclusive classrooms. Limited budgets restricted schools’ ability to procure necessary equipment and improve infrastructure. Physical environments in many schools were not adequately adapted for students with mobility or visual impairments, creating barriers to participation. Resistance from administrators and general education teachers—often rooted in negative attitudes, lack of awareness, or fear of increased workload—emerged as a critical obstacle to successful inclusion.The third main theme, benefits of inclusive education, reflected the positive outcomes observed by teachers despite existing challenges. Two subthemes were identified: social development of students with disabilities and positive changes in peers’ attitudes and behaviors. Teachers reported that inclusive education fostered students’ self-confidence, social interaction skills, sense of belonging, and emotional well-being. Students with disabilities benefited from peer modeling and increased opportunities for participation. Moreover, inclusive classrooms promoted empathy, acceptance of diversity, cooperation, and social responsibility among typically developing students, contributing to the overall social and emotional growth of the classroom community .In conclusion, the findings of this study reveal that special education teachers experience inclusive education as a complex and multifaceted process characterized by both significant challenges and meaningful benefits. While inclusive education holds substantial potential for promoting social justice, equity, and holistic development, its effective implementation requires systemic support. Addressing teacher shortages, improving access to resources and assistive technologies, reducing class sizes, adapting curricula and assessment practices, providing sustained professional development, enhancing school accessibility, and fostering collaborative school cultures are essential steps toward strengthening inclusive education. Policymakers and educational authorities are encouraged to invest in teacher training programs, allocate sufficient funding, and promote awareness and positive attitudes toward inclusion at both institutional and societal levels. Future research should involve larger and more diverse samples, include perspectives of general education teachers, school administrators, and parents, and explore inclusive education across different regions to further inform evidence-based policy and practice.