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Abstract
This study utilized a qualitative research design to investigate the teaching strategies employed by special education teachers within inclusive classrooms. Adopting a phenomenological approach, the research aimed to explore these educators' lived experiences and perspectives, focusing on how their strategies fostered inclusive environments. This study explored the experiences of special education (SPED) teachers in inclusive classrooms, revealing their efforts to address diverse learning needs through personalized education plans and differentiated instructional strategies. Despite facing challenges like insufficient resources, stakeholder resistance, and lack of support, SPED teachers employed coping mechanisms such as individualized education plans (IEPs), multisensory teaching methods, and assistive technology to enhance student accessibility and outcomes. Collaboration with professionals and parents, along with continuous professional development, proved crucial for comprehensive support. Their lived experiences demonstrated a strong commitment to fostering inclusive, empathetic, and respectful classroom communities, underscoring the importance of adequate resources, stakeholder support, and ongoing training to overcome barriers and improve educational experiences for students with disabilities.
