The study examined attitudes of teachers toward the inclusion of students with different types of disabilities; perceptions of their competencies for teaching these students and general inclusion skills. Also examined were factors influencing perceptions, and teacher training needs. Participants were 270 teachers in two school districts, who responded to a modified scale adapted previously from English by Lifshitz and Naor (2001). Findings revealed a hierarchy of preference for placement in inclusive classrooms; Acceptance of students with mild disabilities, and rejection of students who are blind, deaf, and those with moderate and severe mental retardation and emotional and behavioral disorders. Perceptions of teaching skills were correlated with these attitudes toward integration. Inclusion skills ranked high were team work and interpersonal interaction skills. Ranked low were skills for curricular and material adaptation and behavior management skills. Teachers expressed a need for training in areas as: principles of inclusion, identification and assessment, and characteristics of students with low incidence disabilities. Experience, training, and certification type were related to teacher attitudes and to their perceptions. Implications for teacher education are discussed.

            The aims of the present study were: 1. To check teachers' attitudes toward inclusion of students with special needs in various categories of disabilities and different levels of graveness.

2. To check teachers' perceptions of their own instruction skills needed to respond to the challenge of the educational needs of those students.

3. To gather information about teachers' needs concerning training and guidance regarding inclusion.

            Studies dealing with teachers' attitudes toward inclusion report inconsistent and sometimes even contradictory findings. For instance some researchers report negative attitude toward inclusion by teachers (Minke, Bear, Deemer, & Griffin, 1996). Others reported support toward inclusion (Avramidis, Bayliss, & Burden, 2000). Others identified neutral attitudes (Leyser & Tappendorf, 2002). Research shows that the category of the special need and its graveness are connected to the teachers' attitudes toward inclusion. Students with mild needs are more accepted than students with severe needs (Stoiber, Gettinger, & Goetz, 1998).

            Based on studies dealing with the influence of demographic variables of teachers on attitudes and perceptions, some generalizations were made: 1. more years of service as a teacher are connected with more negative attitudes toward inclusion. (Reiter, Shanin, & Tirosh, 1998)  2. Longer experience with inclusion and teaching students with special needs are connected to positive attitudes toward inclusion (Avramidis et. Al, 2000a)  3. Female teachers show more positive attitudes toward inclusion than male teachers (Leyser & Tappendorf, 2001).  4. Training in Special Education and inclusion contribute to the development of positive attitudes toward inclusion. (Dror & Weisel, 2003).  5. Teachers whose area of instruction is Special Education tend to demonstrate more positive attitudes toward inclusion than other teachers. (Taylor, Richards, Goldstein, & Schilit, 1997).

            The rationale of choosing teachers as the present study's population stemmed from the fact that few efforts are made to collect data from the service supplier namely the teachers (Bradely & West, 1994).

            270 teachers participated in this study. The majority were female teachers (94%). 55% worked for more than 15 years. 30% reported little experience in teaching students with special needs, 40% reported some experience while the others reported much experience. 35% reported no training in Special Education, 15% studied for longer periods and 20% graduated Special Education title.

            The research questionnaire deals with teachers' attitudes toward inclusion and their perceived skills in this area. It was adapted from a previous research conducted in Israel (Liphshitz & Naor, 2001). The original questionnaire was developed by Phillips, Allred, Brulle, & Shank (1990) and was re-adapted by Gemmill-Crosby & Hanzlik (1994). The first part of the questionnaire deals with demographic variables. The second and main part consists of four scales and an open question. The first scale investigates attitudes toward inclusion students with special needs in various graveness categories. The second scale investigates the perceived skills needed to instruct those students. The third scale looks for general attitudes toward inclusion. The fourth scale investigates the general perceived skills needed for instruction of students with special needs. The open question asks the respondents to state areas they feel needs of training and learning.

            The findings show high acceptance and better attitudes toward students with mild disabilities (Learning Disabilities, language problems etc.). Less acceptance was wards students with vision and hearing impairments, severe physical or language disability and students with ADHD. Least accepted were students with severe emotional and behavioral disabilities and blind students. One can detect here a hierarchy of acceptance from mild to severe. Same hierarchy was found for the perceived skills needed to work with students with special needs.  

            Teachers emphasized concerns about the implementation of aspects of inclusion connected with teaching skills, curriculum, administrative overload, and the time consuming duties. Teachers perceived themselves efficient mainly in team work, student support, and helping parents. They perceived themselves less efficient in planning IEP, understating diagnostic findings, adjusting curriculum, and dealing with discipline problems in class.

            The findings state three prominent demographic variables: 1. teaching experience. 2. Participation in training sessions. 3. Graduating Special Education program. All three variables were connected to better attitudes toward inclusion and to better perceived skills for instructing students with special needs. 

            The findings of the present study performed in Israel support most of prior theoretical findings stated in world-wide studies.

            Several variables which can better attitudes toward inclusion of mild disabilities were found in the present study: experience with teaching the students with special needs and graduating Special Education problems. However, those variables did not affect attitudes and perceived skills concerning students with sensory impairments, mainly blind and deaf students.

            The present study has practical implications both for teachers' training and preparation of student-teachers. In spite of programs for teacher's training and courses given in student-teachers preparatory colleges, 60% reported they never attended such programs.

            It is important also that training sessions will focus on trying to solve the immediate needs of daily activities in the classroom. It is also important to create motivation and interest to participate in training sessions, conferences, and meetings. It is also recommended to encourage teachers to watch other inclusive and Special Education classes. Information can also be spread via pamphlets or the internet.

            There is a strong need to change attitudes among teachers apart from the need of supplying information and developing skills. Therefore, it is important to use an interference program dealing with clarifying attitudes and values about inclusion. Such a plan should include for instance activity for checking the personal attitude of the single teacher, development of sensitivity and understanding for the needs of the included student and identifying emotional inhibitions toward the student with special needs.

            Student teachers should have more courses about inclusion, not just theoretical and informative, but also motivation-arousing and through this – attitude changing. Those courses should be taught to all students and not just those in the Special Education department.

            It is important to go on conducting research about teachers' attitudes and perceived skills concerning inclusion as teachers stand in the frontline of the inclusion service providers.