Attitude of teachers towards integration of students with special need in relation to school climate and their sense of efficacy

In the past decade education of students with special needs have has seen a paradigm shift from segregated education in special schools to integrated/inclusive education in regular schools. Enrolling students with special needs in a regular education program is a crucial decision, which could have a profound effect on their future. The researchers suggest that students with special needs while studying in regular schools get the opportunity to study in, heterogonous group in which they could achieve greater progress, in comparison to a special classes.The aim of the current research was to examine the attitude of general teachers towards integration of students with special needs in relation to school climate. Therefore, questionnaires concerning this issue were given to general teachers, at Government model integrated schools in six districts of Haryana state for students with special needs. Results show that, the majority of general teachers (n=300) have positive attitude towards integration of students with special needs in integrated settings. Most of the general teachers perceived their school climate as conducive for the integration of students with special needs.