Keyword: teachers’ attitude

ABSTRACT: The effectiveness of inclusive education depends on the specific characteristics of the implementation context. Therefore, studying the role of teachers’ characteristics on inclusion remains a significant concern worldwide. This research investigated the difference between the attitudes of secondary school teachers in Bangladesh regarding including students with intellectual disabilities based on their characteristics. Following a quantitative approach, an adapted survey questionnaire was used. The study purposively determined the participation of 55 general and special education teachers from 8 schools. Positive attitudes toward inclusion are more prevalent among female teachers, special education teachers, those who have previously completed a course in special education, and those who have had fewer students with intellectual disabilities in their classrooms, according to the findings. No statistically significant difference was observed in the teachers’ attitudes according to their level of teaching experience and the subject matter they taught. Explanations of the findings are provided, along with recommendations.