Problems and solution proposals for teachers within the scope of disabled human resources: the case of Isparta

This study addresses the position of individuals with disabilities as teachers within the educational system, the structural, social, and professional challenges they face, and proposed solutions to these issues. Teaching is not merely a profession of delivering knowledge but also a pivotal role in the transmission of social values and the holistic development of students. In this regard, the presence of disabled teachers in schools is significant not only for individual empowerment but also for fostering inclusivity and social justice in education. The study employs a qualitative research design and uses semi-structured interviews to gather data from teachers with different types of disabilities. The data were analyzed through content analysis. Findings indicate that disabled teachers face difficulties such as physical inaccessibility, inequality in appointment processes, social exclusion in school environments, and doubts about their professional competence. However, some participants perceived their disability as a source of motivation and demonstrated strong professional resilience. In conclusion, the study suggests making the professional experiences of disabled teachers more visible, promoting awareness-raising initiatives, ensuring the effective implementation of legal regulations, and establishing specialized support systems for prospective disabled teachers. This research aims to contribute to the development of a more equitable, inclusive, and sustainable educational structure. Key Words: Teachers with Disabilities, Human Resource Management, Teacher Employment, Educational Equity, Inclusive Education