Arab Educational Information Network

This study aimed to investigate teachers' attitudes towards the inclusion of students with special needs in the first three grades of public schools. The study employed a descriptive survey method, and the sample consisted of 105 teachers from public schools affiliated with the Directorate of Education, Qasaba Amman, during the academic year 2022-2023. To achieve the study's objectives, a questionnaire was prepared and distributed electronically to the study participants after ensuring its validity and reliability. The results indicated that teachers' attitudes towards the inclusion of students with special needs in the first three grades of public schools were moderate. The social dimension ranked first, followed by the academic dimension, while the psychological dimension ranked last. The study also revealed no statistically significant differences in the mean scores of the participants' responses at a significant level of 0.05≥𝛼, based on the study variables (gender, educational qualification, and years of experience). In light of the study's findings, the researcher provided a set of recommendations, including the need to provide support and guidance for new teachers starting to teach in the first three grades. Programs for mentoring and assistance should be implemented to enable them to better understand the needs of students with special needs and implement effective inclusion practices in the classrooms. (Published abstract)