Inclusive teachers find it difficult to handle children with learning disabilities in a normal classroom setting. This is because children with learning disabilities have distinctive learning difficulties, resulting in nearly total dependency on everyone. Therefore, this requires modification and adaptation in the learning activities to ensure effective learning. Consequently, inclusive teachers who do not possess the right worldview about children with learning disabilities and the reality of man in general will affect how they interact with these children or students. Thus, the objective of this research is to develop elements for an emancipation model for inclusive teachers to unlearn and relearn the new perspective of man based on the true worldview derived from hadith in Kitab Riyadhus Solihin (the Book of Riyadhus Solihin). This research used the method of design and a developmental research approach comprising three phases. In this study, the researchers focused on the second phase of Fuzzy Delphi. There were 12 panel experts involved in ranking the elements of the emancipation model for inclusive teachers. Findings showed that all the elements, which are: (1) Reality of Man; (2) The presence of children with learning disabilities signifies the perfection of Allah’s creation; (3) Absolute and temporary ownership; (4) Educational goals; and (5) Inclusive Teacher’s Role, were above 70% that were considered suitable and applicable. Notably, these particular aspects have not yet been the focus of other researchers. It is hoped that this model will help inclusive teachers undertake effective education programs.