According to the latest studies, there is a significant need for financial support and effective professional training to equip teachers with the necessary skills for successful inclusive education. Less than half of surveyed teachers feel adequately prepared for inclusive teaching, indicating a significant gap in their readiness to work with students with special educational needs (SEN). Additionally, educators working in inclusive settings express concerns about lacking professional competencies and support. The researches reveal a lack of engagement in school-based research for inclusive education, which is crucial for teachers‘ professional development.

To address these challenges, the principle of learning by doing should be emphasized in teacher preparation and training, with opportunities for practical experience and engagement with experts and families of SEN children being vital for effective inclusive practice.