Published Paper Details:

Inclusive education is a global priority aimed at ensuring equitable learning for all students, including those with disabilities. Special education teachers are central to implementing inclusive practices, yet their attitudes toward inclusion remain underexplored. This conceptual study synthesizes existing literature to examine the factors influencing special educators' perspectives on inclusion. Drawing from theoretical frameworks and empirical findings, it identifies key variables such as professional preparation, institutional support, personal beliefs, and classroom experience. These elements are analyzed to understand how they shape teachers' readiness to adopt inclusive approaches. The study emphasizes the critical role of teacher attitudes in the success of inclusive education and highlights implications for teacher education, policy development, and future research. By centering the experiences of special educators, this work contributes to a deeper understanding of the human dimensions of inclusion and advocates for more responsive, evidence-based strategies to support effective and sustainable inclusive education practices.