Abstract

The study aimed to produce evidence-based insights to support the design of a proposed teacher development program focused on strengthening educators’ competencies and advancing effective inclusive education. A phenomenological research approach was employed to explore the participants lived personal and professional experiences, with emphasis on their perceptions, challenges, coping mechanisms, and teaching practices. Data were gathered through indepth interviews and open-ended questionnaires, allowing participants to provide rich and detailed narratives of their experiences. Inclusive education is a transformative experience for teachers, reshaping their professional identity, pedagogy, and overall well-being. SPED teachers develop patience, flexibility, creativity, and resilience, while deriving personal fulfillment from students’ progress. Intentional and compassionate teaching within inclusive classrooms fosters professional growth, strengthens beliefs in equity, and reinforces the potential of every child to learn. It is recommended that SPED teachers engage in continuous professional development on inclusive strategies, leadership, and mental health resilience. They should advocate for manageable workloads, access to teaching assistants, and participate in peer mentoring and collaborative planning to share best practices and strengthen the supportive teaching community.