Exploring Teachers' Attitudes Toward the Implementation of Inclusive Education for Students with Special Needs: An Analytical Study Based on Findings from Previous Research

Abstract

This study aims to investigate teachers’ attitudes toward inclusive education for individuals with special needs, based on the findings of prior Arab and international studies. The primary objective is to identify the outcomes related to teachers’ attitudes and readiness to implement inclusive education, as well as to determine the factors that facilitate or hinder the inclusive education strategy. The ultimate goal is to understand the requirements for successful inclusive education within mainstream classrooms.

The researchers concluded that teachers’ attitudes constitute one of the most critical factors contributing to the success of the inclusive education philosophy. Since teachers are the cornerstone of the educational process, their acceptance of integrating individuals with special needs positively impacts all students in the classroom, particularly those with special needs. This integration aims to equip these students with the necessary skills to achieve social, emotional, and behavioral interaction and communication with their typically developing peers.

The researchers recommend conducting awareness campaigns within educational institutions to foster positive and supportive attitudes toward inclusive education for individuals with special needs. Additionally, it is essential to identify and address the factors influencing these attitudes to ensure the successful implementation of inclusive education.