Teachers' Attitudes Toward Inclusion

Research by Burke and Sutherland (2004) is to decide whether the experience of disabled students determines the attitude toward teacher inclusion. The attitude of teachers participating in the course, including students with special needs, can decide the success or failure of any comprehensive course. Teachers who adapt to the curriculum and their teaching style to meet the needs of all the students in the classroom will gain a better chance to utilize the technology to create a successful and comprehensive environment.

Teacher's attitude towards inclusiveness is one of the important factors that influence their success. To succeed, teachers are valuable information sources (Avramidis & Kalyva, O'Brien, 2000). On the other hand, mainstream teachers are hesitant about whether containment is applicable in reality. These hesitations come from the following sources: mainstream school ability to cope with student difficulty severity and type, teacher's perception of student's ability, student problems (Croll and Moses, 2000) . Students with physical or sensory impairments will experience a more positive attitude, but students with behavioral and mental disabilities have a less positive attitude (Farrell, 2000; Lindsay, 2007). Pivik et al

Teacher attitude, ability, and training are widely believed to be essential for inclusive and equitable education. Despite a positive attitude toward inclusion, studies have shown that teachers lack knowledge and skills to engage in comprehensive practice and instruction methods. On the other hand, the deep-rooted cultural beliefs of Dalit's children have been shown to lead to discrimination in rural classrooms and elimination of children. The teacher training module provides tools and skills for screening obstacles and promotes early screening and testing of important interventions, especially for multiple disorders of severe mental disorders. However, compulsory education at the age of six is ​​missing the opportunity to tackle early childhood education. This is essential for the most obstructive disabled children. In addition, training on inclusive education is not systematic in the teacher 's curriculum.