Investigating primary teachers’ attitudes towards the inclusion of students with disabilities in general education classroom – Embu County (Kenya)

The researcher involved public primary schools examining special and general primary school teachers’ attitudes towards including students with disabilities in the general education classroom in Embu County, Kenya. The study used two survey instruments and a teacher’s demographic to be completed by the teachers. Two hundred teachers participated in 45 primary schools. The results suggest that teachers’ attitudes towards inclusion appear to be influenced by the following variables; classroom size, teacher type, special education courses, inclusive education course, the incidence of student disability, and disability type. Overall special education teachers reported more positive attitudes than education teachers toward including students with disabilities. It is beneficial to understand teachers’ attitudes because those positive attitudes play a role in the success of the implementation of inclusive environments.