Published Paper Details:

Education is a fundamental driver of human development, and inclusive education plays a crucial role in ensuring that all students, including those with disabilities, have equal opportunities to succeed. This study explores the attitudes of regular school teachers toward the inclusion of students with disabilities in mainstream classrooms within Mandi District, Himachal Pradesh. Utilizing a survey research design, the study administered a comprehensive questionnaire to 63 teachers, encompassing both male and female participants with varying years of experience. The findings reveal that teachers generally hold a positive attitude towards inclusive education. However, the analysis shows no statistically significant differences in attitudes based on gender, locality, years of experience, general educational qualification, or the presence of students with disabilities in the classroom. Notably, teachers with special education training exhibited slightly more favorable attitudes, though this difference was not statistically significant. These results underscore the importance of professional development and specialized training in fostering supportive attitudes towards inclusion. The study highlights the need for further research into other factors influencing teachers' attitudes and the barriers to effective inclusion. By addressing these areas, educators and policymakers can better support inclusive practices, ensuring that all students receive the educational opportunities they deserve.