The primary goal of this research is to explore teachers' perspectives on the role of law in ensuring access to special education. Special education aims to provide equitable educational opportunities to students with diverse learning needs. This qualitative study involved in-depth interviews with twenty teachers from primary, high school, and university backgrounds. Thematic analysis of the data revealed various perspectives on how the law can ensure access to special education, including awareness of the legal framework, challenges in providing access, the role of teacher advocacy, student empowerment, and views on equity. The study examines the practical implications of legal mandates, policies, and procedures by analyzing teacher interviews. Findings highlight both appreciation for the protective measures provided by law and concerns about implementation challenges, resource constraints, and the balance between legal compliance and teacher autonomy. This research underscores the complex interplay of law, educational practices, and teachers' experiences ensuring access to special education. The findings will benefit the academic community and special education support services. By shedding light on teachers' perspectives, this study offers valuable insights for policymakers, educators, and stakeholders interested in advancing inclusive education practices and promoting equitable opportunities for all students.
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