| ISSN: 2583-4371 | ISSN: 2583-4371JOURNAL ARTICLE
Abstract: The integration of children with special educational needs into ordinary schools has been a central aspect of ensuring educational rights for all children. Inclusive education is a good practice that provides opportunities for students with special educational needs (SEN) to learn in a regular classroom alongside other students, rather than in a special education classroom. This article reviews literature related to the ongoing research titled “School Teachers’ Attitudes Towards Inclusion of Children with Special Education Needs.” The study reviewed research papers, journal articles, and educational reports and analyzed them to identify themes related to the topic. Structurally, the article first establishes the teacher’s awareness of inclusive education, supported by strong empirical evidence. The influence of personal variables on teachers’ attitudes towards inclusive education was established using scholarly articles. Finally, the influence of professional variables on teachers' attitudes toward inclusive education was examined by reviewing empirical evidence. The literature emphasizes that teachers' awareness of inclusive education is not satisfactory. Moreover, the analysis showed that positive and negative attitudes are associated with teachers. Teachers’ attitudes toward inclusive education were strongly influenced by their professional variables rather than their personal variables.
Keywords: Inclusive education, Children with special educational needs
Article Info: Received: 06 Feb 2026, Received in revised form: 04 Mar 2026, Accepted: 09 Mar 2026, Available online: 12 Mar 2026
DOI: 10.22161/ijtle.5.2.3
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