The aim of this study is to examine the teachers' attitudes toward the inclusion of students with special educational needs, in public schools and how these attitudes are influenced by their self-efficacy perceptions. The sample is comprised of 416 preschool, primary and secondary education teachers. The results show that, in general, teachers develop positive attitude toward the inclusive education. Higher self-efficacy was associated rather with their capacity to come up against negative experiences at school, than with their attitude toward disabled learners in the classroom and their ability to meet successfully the special educational needs students. The results are consistent with similar studies and reveal the need of establishing collaborative support networks in school districts and the development of teacher education programs, in order to achieve the enrichment of their knowledge and skills to address diverse needs appropriately.

Nowadays, teaching in a diverse students’ needs environment is a common situation emerged in the school community. In order for all the students to access the good of education and become a part of the school society, it is needed to be acceptable by teachers in the general school, who have to implement an appropriate instruction procedure to meet pupils’ needs successfully. Suitable teaching depends on teachers’ attitudes toward the inclusion of all the students independently and especially for those who show special educational needs. In the current study, participated 373 preschool, primary and secondary educators who teach in the Greek mainstream school. The participants completed the “Attitudes Toward Inclusive Education Scale” [1] [2]. The findings showed that teachers hold reserved attitudes toward the inclusion of students with physical disabilities and academic difficulties, but they hold favorable attitudes for behavior problem and social difficulties students. Comparisons were conducted using other variables, which exert influence on teachers’ attitudes. The results observed show the necessity of establishing supporting services in the school and organizing appropriate training programs in order for the teachers to acquire the theoretical background and skills to implement inclusive practices effectively.

Social environment consists of a vital place where all human beings can run their lives and participate in a multidimensional way in the daily activities of life. In that environment, people express their thoughts, feelings and behavior, developing in order to communicate and share their lives with the others. All these expressions consist attitudes that influence the way they co-exist with everyone in the society. Each member of the society possesses unique abilities and special needs and contribute in an important grade in the promotion of social living. Studying attitudes of individuals towards disability is useful as a key factor in integrating these individuals into society. The present study involved 150 people who completed the Attitudes Towards Persons with Disabilities (ATDP-Form B) scale. The results showed that overall a moderately positive attitude towards people with disabilities develops, without any differences between the groups in terms of gender, year of birth, educational level, contact with a friend or relative with a disability. Interpretations of the results are commented based on existing research.

The present research is aimed to assess secondary general education students" attitudes concerning the inclusion of their peers with special educational needs and to reveal the determinants that are associated to their attitudes. The survey involved 1348 secondary students, who attend the Greek general school and completed the Chedoke-McMaster Attitudes Toward Children with Handicaps Scale, (CATCH), (Rosenbaum, et al., 1986). The results showed that students adopt generally neutral attitudes concerning their classmates with a special need. A complex of variables, like gender, school grade, year of birth, age, place of residence, contact with a friend with special needs, disability type, disability grade and having a member with disability in the family or in the extended family environmenthave a differentiating effect on students" attitudes on their peers with disability. The research underlined the importance of reinforcing children" s attitudes concerning their special needs peers, in order for the policy of inclusive education to be implemented successfully.