Ozbakir, AleynaKaral, Muhammed A.2026-04-252026-04-2520261045-988X1940-4387https://doi.org/10.1080/1045988X.2025.2556054https://hdl.handle.net/11486/8379T & uuml;rkiye has been influenced by the global movement toward inclusive education, as seen in significant rise in the number of students with special needs enrolled in general education. This study aims to investigate English language teachers' views on the process of teaching English to students with special needs in inclusive classrooms. A basic qualitative approach was employed in this study to reveal teachers' perspectives and interpretations of their experiences. Interacting with the 23 teachers and understanding their perspectives through semi-structured interviews provided in-depth explanations and interpretations of how participants make sense of the situation. The data revealed four key themes of their analysis: (1) educational environment, (2) challenges, (3) adaptations and interventions, and (4) recommendations. The study also offers implications for practitioners and policy makers.eninfo:eu-repo/semantics/closedAccessStudents with special needsEnglish language teachersforeign languageinclusionArticle7011910.1080/1045988X.2025.25560542-s2.0-105015171674Q3WOS:001564246700001Q30000-0001-5021-5980