The main aim of this study is to identify the problems and problems of special education (SPED) teachers teaching children with learning difficulties in Rohtak City Department of Haryana. Fifteen SPED teachers were used as participants for this study as a purposive sample. Qualitative research (QRM) was used to identify teachers' problems and issues. Thematic analysis was used to interpret the data. Analysis of key information sources' shared experiences of the challenges they face as SPED teachers led to the emergence of five different themes, including the selection of appropriate and supportive strategies; identify individual needs; difficult but successful; acceptance and patience; and respect your rights. Most teachers who teach children with learning disabilities do not receive special education from school and do not feel competent to teach children with disabilities. In addition, teachers assigned to SPED classrooms did not have strategies for working with students with disabilities. This study revealed that classrooms for children with learning difficulties in Ilagan often lack learning environments that support SPED, such as a lack of resources, teaching material, information (IM), and schooling. It can be concluded that it is not sufficient to place students with special needs in the same class without appropriate support. Students with disabilities do not have access to all the support and services they need to use the educational facilities; support is limited and does not meet the needs of students enrolled in SPED courses. On the other hand, issues are resolved to ensure a good working environment between administrators, teachers and stakeholders. The Education, Training and Development Department should work with district officials to plan continuous improvements in inclusive strategies for students with SPED requirements. Employees of SPED programs must adhere to strict rules and encourage stakeholder support by establishing a manager-led work organization.

Keywords: Special Education (SPED), Working Environment, Training and Development, Stakeholders.