The purpose of this study is to examine the perception of special education teachers on the operation of inclusive education support teacher system for effective inclusive education for students with disabilities placed in general class and to propose an operation plan of the system based on this. An online survey to examine the potential detailed plans related to the operation of the inclusive education support teacher system, as well as the difference in opinions between various school curriculums, was carried out on 809 from preschool, elementary, middle and high school special education teachers throughout the nation. The research revealed that while inclusive education support teachers should be placed at the Office of Education or special education support centers to provide support in an itinerant education form, they should be responsible for only between 1-3 students and have their class hours minimized. Moreover, it suggested that the relevant measures for the appropriate treatment and compensation will be required. Moreover, the need to prepare a structure and the relevant legal basis and develop a guideline and manual for inclusive education support teachers’ roles and role fulfillment was suggested for the realistic and effective operation of the inclusive education support teacher system. Based on the results, an operation plan for the inclusive education support teacher system and relevant implications were discussed.