Teacher Attitudes and Their Impact on Inclusion of Students with Learning Disabilities in Mainstream Schools

Simranjeet Kaur

Abstract: Inclusive education is influenced by teachers' attitudes, professional confidence, and the support available within schools. This cross-sectional questionnaire study examined relationships among attitudes toward inclusion, inclusive practices and self-efficacy, perceived school support, work engagement, and teacher stress among 201 practising educators. The five measured domains demonstrated acceptable reliability. Teachers reported moderately positive attitudes toward inclusion, relatively strong inclusive practices and self-efficacy, and high work engagement. Attitudes were strongly related to inclusive practices and self-efficacy and to perceived school support. Training status was significantly associated with all five domains. Multiple regression indicated that attitudes, perceived school support, and work engagement significantly predicted inclusive practices and self-efficacy, with an adjusted R-squared of .734. The findings indicate that positive teacher attitudes are important but should be supported by appropriate professional preparation, institutional resources, collaboration, and manageable workloads to promote effective inclusion of students with learning disabilities.

Keywords: inclusive education, learning disabilities, teacher attitudes, teacher self-efficacy, school support, teacher training

How to Cite?: Simranjeet Kaur, "Teacher Attitudes and Their Impact on Inclusion of Students with Learning Disabilities in Mainstream Schools", Volume 15 Issue 9, September 2026, International Journal of Science and Research (IJSR), Pages: 1114-1116, https://www.ijsr.net/getabstract.php?paperid=MR26907140805, DOI: https://dx.doi.org/10.21275/MR26907140805

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