Abstract
This study provides a comprehensive analysis of the lived experiences of teachers in relation to inclusivity, highlighting key themes that emerged from in-depth interviews and focus group discussions. The thematic analysis identified three main themes that shape teachers' perspectives on inclusivity: 'Respect and Acknowledgement,' ‘Formative Experiential Background,' and 'Volunteering for Marginalized Communities.' These themes underscore the significant impact of teachers' personal experiences and community involvement on their approach to inclusive education. They also reflect the critical role of respect and recognition in shaping a teacher's ability to foster an inclusive environment. Additionally, the research revealed three prominent challenges faced by educators in the realm of inclusivity: 'Lack of Cultural Diversity Awareness,' 'Mistreatment and Inequality,' and 'Professional Development.' These challenges highlight the necessity for enhanced cultural awareness among teachers, addressing issues of inequality within the educational setting, and the importance of continuous professional development to equip teachers with the skills required to manage these challenges effectively. Furthermore, the study explores teachers' recommendations for promoting inclusivity, focusing on 'Enhancing Assessment Techniques,' 'Lifelong Commitment,' and 'Family and Community Involvement.' These recommendations emphasize the need for innovative assessment strategies that cater to diverse learning styles, a sustained dedication to inclusivity in education, and the importance of engaging with families and communities to foster an inclusive learning environment. This study concluded that valuable insights into the complexities of inclusivity in education providing a nuanced understanding of the factors that influence teachers' perspectives and practices. It offers a foundation for developing targeted strategies to enhance inclusivity in educational settings.