Abstract
AbstractSpecial education teachers' attitudes to teaching students with disabilities in the regular classroom were investigated alongside demographic characteristics. They had positive attitudes to inclusive teaching, with males, expatriates and Cycle. Two teachers being more positive. Attitudes towards inclusion were not, however, significantly correlated with age, place of residence, education, teaching experience or specialty. These findings offer the Ministry of Education important evidence on teacher attitudes to inclusive education, for the promotion of collaboration, respect and equality. Through inclusion, students with disabilities can form positive relationships with peers and grow to become fully participating members of the learning community.
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