Factors Affecting Teacher's Attitude toward Inclusive Education

Attitudes have great influence on people's behaviour. Attitudes represent relatively stable knowledge, emotions and reactions towards people, phenomena and situations (Rot, 1994). All these enable us, on basis of familiarity of attitudes, to relatively successfully predict their behaviour in different situations. For example, if we knew the attitudes towards children from marginalized groups, we would be able to predict whether teachers would have any feeling of pleasantness or unpleasantness when meeting children with disability. The component of willingness of an attitude includes readiness for a greater or smaller engagement. E.g. by examining teachers in both primary and secondary schools towards inclusion, we may learn to what extent teachers are ready to support the inclusion into educational system of children with disability and with other developmental problems. The present paper reviews factors affecting inclusive education among school teachers.