Hagos, Belay (PhD)Abebe, Dagnachew2019-01-012023-11-102019-01-012023-11-102010-06http://etd.aau.edu.et/handle/12345678/15434This study was undertaken to examine the knowledge, allitude, and classroom practices of regular class teachers of primmy schools in Addis Ababa related to inclusion of students with intellectual disability into the regular classroom. 771e study covered all primOly schools found in Addis Ababa that included students with intellectual disability in their regular classrooms. The total sample population of this study was 63 (n=63) regular class teachers. To collect the needed data ji-om the subjects considered in this study, a questionnaire, interview guide, and observation checklist were administered Results of the data analyses indicated that the participants af this study lack sufficient knowledge; held positil'e alliludes and their classroom practices were identified as inefficient. Comparisons made between reopondents of this survey on different teachers' variables indicateel thel/ oifly on some of the comparisons made statisticall)r signijicant differences were observed. The correlations made between different variables in this study showed that there were positive relationships between the variables if not stronx relationships. Finally, .findings suggest that appropriate trainings .Ipecific to the leaching a/students with me mal retardation in regular classrooms should be providedfor rexulCll' class teachers that included pupils with the disability in their classrooms. 1n add/lion. strong cooperation should be maintained between the regular class teachers and opecial needs education teachers in the schools in order to facilitate jiJr belle I' learning 0/ students wilh the disability in regular classrooms.enKnowledge, Attitude,and Classroom Practices of Regular Class TeacherThesis