SNED Teachers’ Perspectives and Support System on Inclusive Classroom Environment

Abstract

This study explored the perspectives of Special Needs Education (SNED) teachers and the support systems available to them within inclusive classroom environments. Using a transcendental phenomenological approach, the research examined how SNED teachers understand inclusion and how support systems influence their professional practice. Findings revealed that SNED teachers view inclusive classrooms as learner-centered and equitable spaces that promote belonging, safety, and individualized learning. However, support systems are unevenly implemented. Strong support is mainly derived from parents and external professionals, while administrative support remains limited and inconsistent. These conditions affect the effective implementation of inclusive education. The study further showed that support systems enhance SNED teachers’ instructional adaptability, confidence, and competence, while also expanding their roles to include mentoring general education teachers. However, challenges such as fragmented collaboration, increased workload, and overreliance on SNED teachers persist, indicating unequal distribution of responsibilities. Overall, the study concludes that while support systems contribute to inclusive education, their effectiveness is limited by weak coordination and lack of shared responsibility. Inclusive education remains largely dependent on SNED teachers rather than a fully collaborative institutional system.