Shahid Beheshti University Journal of Management and Planning In Educational System 2423-5261 10 1 2017 06 22 Elementary School Teachers’ Attitude toward Inclusive Education Elementary School Teachers’ Attitude toward Inclusive Education 147 157 98438 FA Kambiz Poshaneh Assistant Professor of Curriculum Planning, Islamic Azad University, Tehran Branch 0000-0002-2352-4259 Farangis Malmir Graduate Master Curriculum Islamic Azad University Journal Article 2016 12 19 The aim of this survey research was to study the elementary school teachers’ attitudes toward the inclusive education. Using stratified random sampling method, 177 teachers (149 females & 28 males) were selected from primary school teachers of educational region 3 in Tehran, Iran in academic year of 2014-2015. Attitude Toward Mainstreaming Scale (ATMS) questionnaire was used as a research tool. The data were analyzed by One-Sample T test, Independent-Sample T test. Results showed that the primary school teachers have a negative attitude toward philosophy of inclusive education. They didn’t have sufficient knowledge in terms of the philosophy of inclusive education. In addition, such teachers have estimated weak performance regarding their abilities to teach SENs students. The results also showed that the teachers evaluated SEN students’ behavior negatively. There was no significant relationship between teachers’ attitudes, gender and receiving special training related to SEN (Special Education Needs) students. These findings have a critical value for educational policy makers and planners because of their effect on inclusion process in the system of education. The aim of this survey research was to study the elementary school teachers’ attitudes toward the inclusive education. Using stratified random sampling method, 177 teachers (149 females & 28 males) were selected from primary school teachers of educational region 3 in Tehran, Iran in academic year of 2014-2015. Attitude Toward Mainstreaming Scale (ATMS) questionnaire was used as a research tool. The data were analyzed by One-Sample T test, Independent-Sample T test. Results showed that the primary school teachers have a negative attitude toward philosophy of inclusive education. They didn’t have sufficient knowledge in terms of the philosophy of inclusive education. In addition, such teachers have estimated weak performance regarding their abilities to teach SENs students. The results also showed that the teachers evaluated SEN students’ behavior negatively. There was no significant relationship between teachers’ attitudes, gender and receiving special training related to SEN (Special Education Needs) students. These findings have a critical value for educational policy makers and planners because of their effect on inclusion process in the system of education. https://mpes.sbu.ac.ir/article_98438_274fc3b81269000b53b890e0e0170d09.pdf