The deployment of Pre-service teachers in the inclusive classroom posits unpreparedness to handle the educational needs of learners with special needs. This study aimed to explore the lived experiences of pre-service teachers in handling learners with special needs in the inclusive education, particularly focusing on their development of critical consciousness, empowerment, and preparedness. The significance of this study provided insights into the gaps in teacher education programs and contributing to the improvement of inclusive teaching strategies. The results revealed three major themes: the struggle in developing critical consciousness due to limited exposure and unclear role perception a sense of disempowerment brought by overwhelming classroom demands and feelings of unpreparedness stemming from inflexible curricula and insufficient training. These experiences reflect a deep emotional burden carried by pre-service teachers as they attempt to fulfil the demands of inclusive education. In conclusion, the study underscores the need for more experiential and reflective components in teacher education programs. It is recommended that teacher education institutions strengthen inclusive education training through increased field immersion, mentorship, and skills-based instruction to better prepare future educators.

Inclusive Education

Pre-Service Teachers

Lived Experiences

Special Needs Learners

Teacher Preparedness