This study is situated within an educational context that seeks to promote inclusion. In Lebanon, although inclusive education is institutionalized, it still lacks a structured operational framework and a clear articulation among the various stakeholders.

Collaborative consultation, the focus of this research, is one of the internationally recognized and evidence-based inclusive practices. However, this approach remains largely absent from both the Lebanese educational landscape and initial teacher training programs. This gap underscores the need to reconfigure the status of collaborative consultation as a modality of professional cooperation and to examine its effects within inclusive schools in North Lebanon—highlighting the significance and originality of this exploratory study.

The research investigates how interprofessional collaboration—conceived as a process of co-intervention and the sharing of expertise—contributes to the early detection of learning difficulties, enhances the learning experiences of students with special educational needs, and improves the pedagogical skills of teachers (CTREQ, 2019). It aims to analyze how collaborative consultation between special education teachers and general education teachers can foster these students’ academic success and support the professional development of teachers through practice sharing, collective reflection, and mutual learning.

The adopted methodology follows a quantitative approach, using a questionnaire distributed to teachers in inclusive schools in North Lebanon. The objective is to assess the presence of collaborative practices involving special education teachers and to evaluate their impact on the identification of learning difficulties and the adaptation of educational strategies.

The results of the study show that collaborative consultation serves as a catalyst for the early and accurate identification of learning disorders and difficulties. It facilitates the design and implementation of targeted, differentiated pedagogical responses. This process of interprofessional cooperation also leads to mutual enrichment of professional practices: general education teachers enhance their competencies in inclusive education, while special education teachers adopt a more systemic and preventive approach, thereby reinforcing their role in providing holistic support.

This study offers pragmatic recommendations to enhance the positive dynamics of collaborative consultation and to optimize support for students with special needs. These include: strengthening continuing professional development by regularly offering training to both general and special education teachers in collaboration, communication, and pedagogical adaptation; Structuring collaboration through protocols and scheduled times for effective professional coordination; Engaging schools in awareness-raising activities to highlight the importance of consultation and promote a collaborative culture; Establishing a shared digital platform for ongoing communication and monitoring among collaborating professionals.

This exploratory study demonstrates that collaboration between special education and general education teachers goes beyond the mere enrichment of teaching practices—it is fundamental to delivering high-quality inclusive education. It embodies an educational vision where every student, regardless of their needs, benefits from personalized support that promotes both academic achievement and personal development.

Keywords: Collaborative consultation, Academic success, Educational adaptations, Learning difficulties, School inclusion.