This study examines the attitudes and social acceptance (SA) of teachers from various disciplines working in general education schools that implement inclusive education. We employed a descriptive survey design within a quantitative framework. The sample comprised 201 teachers from different subject areas in primary and secondary schools under the Ministry of National Education (MoNE) where inclusive practices are implemented. We collected demographic data using a participant information form and obtained research data through two instruments: The Teachers' Attitudes Toward Students with Special Needs Scale and the Teacher Social Acceptance Scale for Individuals with Special Needs. We analyzed the data using SPSS software and interpreted the findings in light of existing literature. The results show that primary school teachers exhibit higher levels of SA and more positive attitudes toward students with special needs compared to secondary school teachers. Furthermore, teachers' attitudes and levels of SA vary by subject area. Teachers with family members who have special needs reported higher scores in the emotional and awareness sub-dimensions of attitudes. These findings offer valuable implications for policymakers, academicians, researchers, and the MoNE in designing and enhancing teacher education and professional development programs within general education settings.
Bahçalı et al. (Tue,) studied this question.