Positive attitudes held by general classroom teachers toward the principles of inclusion and toward students with disabilities are central in ensuring the successful progress of the inclusive movement. To underline the critical nature of teacher attitudes, this comparative study draws
on a sample of the literature from western nations implementing sophisticated policies ‐ the United States, Canada, Australia, and the United Kingdom. The general tenor of the research indicates that while contemporary teachers typically exhibit positive attitudes toward the principles
of inclusion, some feel under siege and unprepared to comply with the broad array of requirements. And, despite the idiosyncratic nature of national priorities, legislation, teacher training, and implementation, attitudes transcend national boundaries to the extent that teachers’ views
on various facets of the inclusive agenda tend to be remarkably consistent across time and across nations.
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