Employing teachers with physical and sensory impairments (PSI) has significant advantages. Their presence in schools contributes to diversifying the teaching force, and provides opportunities for social and personal interactions that are often limited and evoke discomfort. Effective teachers with PSI can reduce negative stereotypes relating to disabilities. Furthermore, they can be positive role models for students with disabilities (Neca et al., 2022; Parker & Draves, 2018). The transition from initial teacher education into teaching requires particular attention and support, as this is the most vulnerable stage in the career of most teachers. In Israel, during the first two years of teaching, beginning teachers (BTs) have regular meetings with school-based mentors, and participate in an obligatory workshop facilitated by a higher education based teacher educator. This case study examines a unique online workshop that was devised to support BTs with PSI. It explores how the workshop’s facilitators supported BTs with PSI’s professional development as teachers and their integration into the education system. The participants are the four facilitators of the workshop. The data are transcripts of audio recordings of the workshop’s 18 meetings. We received the participants’ (and the institutional IRB’s) permission to analyze the recordings, while disguising participants’ identities. We performed a thematic analysis of the facilitators' audio segments in the recordings (Braun & Clarke, 2021). The analysis resulted in themes that describe the facilitators’ behaviors as ‘actionable principles’ (Schechter, 2019): 1. Workshop facilitators were devoted to BTs by being available to them at all times (Miller & Kass, 2018). 2. They set high expectations and performance standards (Miller & Kass, 2018; Hewett et al., 2020). 3. They supported BTs’ wellbeing and psychological needs by strengthening BTs’ sense of autonomy, relatedness, self-efficacy and accomplishment (Hewett et al., 2020; Ryan & Deci, 2020). Specifically, facilitators encouraged BTs to share solutions they devised themselves to overcome challenges, and added further ideas. 4. They designed the academic workshop as an online Community of Practice (Kaplan et al., 2022). The first two principles are known as supporting individuals with disabilities, whereas the latter two support BTs. Together, these principles can be implemented in other contexts, and thus contribute to successful inclusion of teachers with SPI in schools.

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