Embracing Every Learner: Exploring Strategies and Support Systems for Inclusive Education

This study aimed to explore the implementation of inclusive education for students with disabilities at Waukegan High School in Waukegan, Illinois, focusing on teachers’ lived experiences, instructional strategies, perceived effectiveness, and institutional support systems that shaped inclusive practices in the 2025 – 2026 academic period. A qualitative research design was employed using Braun and Clarke’s Reflexive Thematic Analysis (RTA) as the analytic framework, and the study systematically followed its six-step process, which included data familiarization through repeated reading of interview transcripts, generating initial codes from meaningful data segments, searching for patterns to develop preliminary themes, reviewing and refining themes for coherence, defining and naming final themes, and producing the final analytic narrative that integrated all findings into a coherent interpretation of inclusive education practices. Data were collected through semi-structured interviews with nine special education teachers who were selected through purposive sampling based on their direct experience in implementing inclusive education. The findings revealed that teachers employed differentiated instruction, co-teaching, scaffolding, assistive technologies, accommodations, and modifications aligned with Individualized Education Programs (IEPs) to support diverse learners, which contributed to improved student engagement, participation, and academic progress; however, implementation was hindered by limited planning time, large class sizes, behavioral challenges, and inadequate resources. Institutional support systems, particularly professional development, collaborative practices, and clear inclusion policies, were found to be critical in sustaining effective implementation. The study concluded that inclusive education was a dynamic and context-dependent process requiring continuous adaptation, collaboration, and systemic support, and an Inclusive Learning Structured Improvement Framework (ILSIF) was proposed to strengthen implementation and address identified gaps.