Teklemariam, Alemayehu (PhD)Bedasa, Kefale2019-03-262023-11-052019-03-262023-11-052017-06http://etd.aau.edu.et/handle/123456789/17219Inclusion involves the process of changing attitudes, policies, values and practices within the school setting and beyond. Inclusive schools need to recognize and respond to the diverse needs of their students. The positive attitude towards inclusive education is vital for the proper implementation and realization of inclusive education. This study therefore intended at investigating teachers’ and students’ attitudes towards inclusive education, the factors that influenced such attitudes, school facilities and significant changes to be made to enhance positive attitudes towards inclusive education at Mulugeta Gedle and Alemgena primary schools in Sebeta town, Oromia. The study considered teachers, students, school principals and itinerant teacher with the total sample size of 176 (101 students, 70 regular teachers, 1 itinerant teacher, 4 principals). The design for the study was a survey type and the data collected through questionnaire and interview were analyzed using frequency, percentages, mean scores, t-tests and ANOVA tests. The results of this study showed that some of the sample students and most of the teacher respondents have negative attitudes towards IE. While only some of the teachers appeared to have positive towards IE, most of them experienced it as an additional burden. This finding did not significantly differ with their sex category, teaching experiences and qualifications. The study also indicated that lack of awareness about IE, lack of trainings related to IE, shortage of special needs education teachers, absence of clear job descriptions for special needs education teachers, teachers’ lack of educational background in IE, teachers’ way of teaching in inclusive classrooms, lack of teaching aids for inclusive classrooms, students’ lack of social interaction in inclusive classrooms, cultural factors, parents’ low participation in schools, insufficient school resources and poor leadership practices in inclusive education schools seem the major factors that negatively affected teachers’ and students’ ATIE. On top of this, the efforts made by the sample schools in capacitating teachers and allocating facilities to enhance attitudes of teachers and students towards IE seem unsatisfactory. It can also be concluded that welcoming all students, adequate training for all teachers, raising awareness for the family of children with disability, allocating adequate budget for IE, encouraging interaction and cooperation in classrooms, creating awareness about IE, clear job description for IE teachers and providing teaching aids to students with disability were found to be the significant changes to be made to create positive ATIE.enAttitudes of Teachersand Students towards Inclusive EducationThesis