Attitude of Teachers Towards Special Children’s


  • RAGHUVEER SINGH RAGHUVEER SINGH Block Resource Person, CWSN, Desuri Block, Dist. Pali, ( Rajasthan)


Attitudes, Teachers, Special children, Inclusive education, Special needs


This paper explores teachers' attitudes towards special children in the educational context, emphasizing the importance of positive attitudes in fostering an inclusive and nurturing learning environment. Factors such as training, personal beliefs, and support systems influence teachers' attitudes towards special children. Adequate training and exposure to inclusive education principles improve teachers' understanding and empathy, leading to a more accommodating classroom atmosphere. Positive attitudes correlate with improved academic performance, self-esteem, and social integration, while negative attitudes can hinder learning and emotional well-being. Addressing and reshaping teachers' perspectives is crucial for a more inclusive and nurturing learning environment for special children's.


Batsiou, S., Bebetsos, E., Panteli, P., & Antoniou, P. (2008). Attitudes and intention of Greek and Cypriot primary education teachers towards teaching pupils with special educational needs in mainstream schools. International Journal of Inclusive Education, 12(2), 201–219.

Galović, D., Brojčin, B., &Glumbić, N. (2014). The attitudes of teachers towards inclusive education in Vojvodina. International Journal of Inclusive Education, 18(12), 1262–1282.

Gregor, E. M. C., & Campbell, E. (2001). The Attitudes of Teachers in Scotland to the Integration of Children with Autism into Mainstream Schools. Autism, 5(2), 189–207.

Jenkins, H. (2010). Attitudes of teachers towards dysfluency training and resources. International Journal of Speech-Language Pathology, 12(3), 253–258.




How to Cite

RAGHUVEER SINGH, R. S. (2023). Attitude of Teachers Towards Special Children’s. Global International Research Thoughts, 11(2), 24–27. Retrieved from



Original Research Article