Challenges Faced by K-6 General Education Teachers in Teaching Students with Disabilities

This study looked at what general education teachers in grades K–6 experience when teaching students with disabilities in inclusive classrooms. It took place in a small, rural school district in Northeastern Pennsylvania. The purpose of this qualitative study was to understand the challenges general education teachers face in inclusive classrooms and how these challenges affect their ability to support all students. The central research question asked what challenges teachers experience when teaching students with disabilities in inclusive settings. Grounded theory was used as the study’s framework to analyze teacher experiences and identify common themes. Eight teachers were interviewed on Zoom to learn about their daily challenges and what supports they need. The study found five main problems: limited training, not enough time to plan with others, having to meet the needs of many students, emotional stress, and not getting clear support from school leaders. Despite these difficulties, teachers were very dedicated to caring for their students. Findings showed that even though teachers faced barriers, they remained committed to inclusion and student success. The study recommends that schools provide more professional development, allow additional collaboration time, and offer stronger administrative support. These improvements can make inclusion work better for all students by giving teachers more help. Keywords: special education, inclusive education, teacher experiences, diverse learning needs, instructional challenges