Exploring the Role of Teacher Attitudes in the Successful Inclusion of Students with Disabilities in Mainstream Classrooms
DOI:
https://doi.org/10.55737/trt/v-vi.295Keywords:
Teacher Attitudes, Students, Disabilities, Mainstream Classroom, School SupportAbstract
The aim of the study will be to assess the role of teacher attitudes in the success of inclusion of students with disabilities in mainstream classrooms. Using a quantitative correlational survey design, data were collected from 286 mainstream primary and secondary teachers. The questionnaire assessed cognitive, affective, and behavioural attitudes, teacher self-efficacy, perceived school support, inclusive teaching practices, and successful inclusion. The descriptive statistics, reliability testing, correlation, regression, and moderation analysis were used in the analysis of data. Results showed that teacher attitudes were a strong positive predictor of successful inclusion. Educators who had greater faith in inclusion, emotional comfort, and desire to modify instruction experienced superior differentiated pedagogy, peer encouragement, adjusted assessment, and student affinity. The relationship of attitude and inclusion was also strengthened by self-efficacy and school support. There was comparatively more willingness on the part of teachers to include students with physical and learning disabilities as compared to students with behavioural, intellectual or multiple disabilities. The findings indicate that the inclusion process cannot solely rely on the policy or placement of students. Training of teachers, on-the-job training, leadership, expert training, and provision of resources are necessary. Inclusion depends on positive teacher attitudes with professional confidence and supportive school systems to be successful. The research paper adds to the current knowledge of the implementation-based model of classroom engagement, access to learning, and social belonging in the ordinary mainstream schools nowadays.
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Copyright (c) 2026 Dr. Zahid Hussain Sahito, Dr. Aijaz Ali Shaikh, Agha Muhammad Ali , Abddul Shakoor Chang, Muzamil Ihsan
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