Abstract
Review of literature indicates that successful implementation of inclusion in regular schools is enhanced when regular class teachers have positive attitudes towards inclusion. This investigation explored teachers attitude toward including children with special education needs in the regular classroom. A questionnaire survey was administered to 300 teachers from 3 zones in three different districts in southern province of Zambia. In general it was found that teachers had negative attitudes towards inclusion. Favorable attitudes towards inclusion were however, observed when demographic factors were analyzed. Factors that had positively influenced teachers attitude include gender, age and experience teaching children with special education needs.
The results of this study strongly show that most teachers (74 %) have little knowledge about inclusion. It therefore follows that the Ministry of Education must do more to sensitize teachers regarding inclusive practices.