The adaptation of disabled classroom teachers to the school climate

This study aims to examine the adaptation processes of classroom teachers with disabilities to school climate by focusing on the physical, social, administrative, and psychological conditions they encounter in their workplace. The experiences of disabled teachers provide crucial insights at both individual and institutional levels for assessing the inclusiveness of education systems. However, research on this issue in Turkey remains limited and primarily focuses on student-centered inclusive education policies. In this regard, the current study addresses a significant gap in the literature by exploring the multifaceted relationship that disabled teachers establish with the school climate. The research employs a qualitative phenomenological design, one of the qualitative research methods. Semi-structured interviews were conducted with 17 classroom teachers who have different types of disabilities (visual, hearing, physical, and chronic illness). The data were analyzed through thematic content analysis, using a structure similar to NVivo, and codes, sub-themes, and main themes were derived accordingly. The analysis revealed five main themes that affect the adaptation of disabled teachers to the school climate: physical accessibility, social support and relationships, administrative attitudes, professional satisfaction and adaptation strategies, and perceived challenges and proposed solutions. Most participants emphasized that the barriers they encounter are not only structural but also deeply embedded in social and psychological dimensions. Nevertheless, individual effort, peer support, and administrative sensitivity were found to be facilitating factors in the adaptation process. This study offers significant contributions both at the theoretical level and in terms of educational policy. It emphasizes that the inclusion of disabled teachers in the education system must go beyond mere employment and should involve comprehensive support, visibility, and equitable working conditions. Accordingly, the study recommends that school administrators reconsider their leadership practices, ensure physical accessibility, implement affirmative action policies, and strengthen institutional support mechanisms. Key Words: Disabled teachers, School climate, İnclusive education, Adaptation process, Microaggressions, Psychological safet