Academia and Society Mary Veronica Punitha P.D, A Turin Martina 12 2 2026 https://doi.org/10.6025/aas/2025/12/2/57-72 https://www.dline.info/aas/fulltext/v12n2/aasv12n2_5.pdf Regular schools are moving towards inclusion and redefining their policies, vision, and mission to include diverse populations. In this shift, the roles of special educators have undergone significant evolution. They not only teach students with disabilities, but they also support the entire school in implementing the inclusive practices. They have become guides, collaborators, co-teachers advocates, and facilitators to manage the school’s inclusion requirements. Through these contributions, they have become the school’s agent of inclusion and informal leaders. This qualitative study, conducted through semi structured interviews and reflective questionnaires, highlights the shift in roles, the leadership behaviours and the recognition they receive from their school. Findings reveal how special educators are central to the inclusive transformation of schools and the need for recognising their contributions in building inclusive schools.