Discriminatory attitudes continue to undermine inclusive education. Using qualitative case study design, I investigated the challenges, coping mechanisms, and insights of a receiving teacher liberating a learner from difficulties in learning, by applying adaptive skills in inclusive classroom. I conducted semi-structured interviews with one purposively selected case subject and four key informants.  I analyzed the data using thematic analysis.  The case revealed that welcoming classroom encompasses environmental, attitudinal, and institutional barriers.  Adaptive support is sustained through instructional adjustments, behavioral and emotional support strategies, reading interventions, differentiated instruction, and collaborative partnerships with parents and the school community.  Receiving teachers may promote inclusive classroom culture, clear instructional guidance, and collaborative support systems to strengthen learner engagement and participation. Future studies may adopt a predictive mediation design linking classroom barriers to learner engagement through adaptive teaching practices in inclusive educational settings.