An Investigation of Teacher's Attitudes toward Inclusion of Children with Disabilities

This study is conducted for assessing the attitude of inclusive schools teachers towards students with failure who were entered into the public schools.
This is a descriptive survey. The population includes all primary school teachers who are executive of the inclusive education project; two provinces of Kurdistan and Fars were selected randomly among seven provinces. The research sample consists of 151 primary school teachers of these schools. The questionnaire of teacher's attitude towards inclusivity is used as the measurement tool. Then, the independent T-test and Pearson correlation coefficient were used to analyze the data. Regarding the research objective, the total score of attitude test and its subscales were evaluated in terms of level of education, passing in-service training courses and gender.
The results showed that 74.6 percent of the participants had a positive and partly positive attitude towards implementing the project. There is no significant difference between the level of education and attitude of teachers towards implementing the inclusion project of children with failure. Also, there is no significance different between the attitude of teachers who were passed the in-service training courses and the attitude of teachers who were not passed these courses. Eventually, the mean comparison between the two sexes showed no significant difference.
In terms of findings, teachers’ attitudes toward inclusion of children with disabilities are positive in inclusive schools.