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.

Purpose: Education plays a pivotal role in enhancing an individual's intellectual capacity and overall well-being. For students with special educational needs (SEN), inclusive education programs (IEP) represent a concerted effort to facilitate their integration into diverse environments. Despite these endeavors, several qualified SEN students remain excluded from participating in IEPs. This issue has garnered significant attention from researchers, prompting numerous investigations into its implications. However, comprehensive research exploring the characteristics of IEP teachers and their systematic literature review is relatively scarce. To address this gap, this article presents a methodical examination of past studies concerning the traits of inclusive education teachers. Methodology: The process adheres rigorously to the PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) guidelines. Web of Science and Scopus, the two primary databases, were exhaustively utilized to source relevant articles and scholarly references. Findings: The conducted thematic analysis unveils four principal themes: knowledge, attitude, skills, and resources. Research limitations: The SLR was conducted by only retrieving the scholarly writing form Web of Sciences and Scopus databases and may not represents all literatures in the subject matter. Practical implications: The findings bear significant implications for models and theories pertaining to inclusive educator attributes, enhancing the effectiveness of the nation's inclusive education program. Value: The findings are expected to assist relevant parties in developing policies for inclusive education programs that align with the capabilities and needs of inclusive teachers and can improve teacher strategies in the classroom.