This research explores the challenges and strategies employed by English teachers in developing speaking skills among students with disabilities at SLB C Dharma Mulia. Using a qualitative case study approach, the study collected data through interviews, classroom observations, and document analysis. The findings revealed that English teachers encounter several obstacles, including cognitive limitations among students with intellectual disabilities, lack of confidence, communication barriers in students with hearing impairments, and limited institutional support and teaching resources. To address these challenges, the teacher applied various strategies such as linguistic simplification, repetition, visual and nonverbal aids, socio-emotional support, group activities, and scaffolding. These methods showed varying degrees of effectiveness depending on the type and severity of the student's disability. The study concludes that inclusive speaking instruction requires not only adaptive teaching techniques but also emotional sensitivity and systemic institutional support. The findings contribute to the improvement of English language teaching in special education settings and serve as a reference for teachers, institutions, and policymakers in implementing inclusive education practices.