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The purpose of the present article is to identify factors likely to influence the teachers' attitude towards school inclusion of students with special educational needs (S.I.). Studies conducted so far have shown that teachers' attitudes have a major impact on SI. The premise from which we start is that only by identifying the factors susceptible to influence the attitudes of the teachers increase the chances of achieving SI. The data analysed in this article show that teachers' attitudes towards school inclusion are influenced both by factors related to the education system – the quantity and quality of the human resource, the evaluation criteria of the teaching staff, for example, and by factors that concern of the particularities of the teaching staff-age, gender, etc. As a result, the achievement of SI also requires the access to the continuous training of the teachers working in the system, as well as the attracting of young and highly qualified human resources; maintaining a balance between encouraging school performance but also acknowledging the efforts of teachers in favour of the inclusion of students with special educational needs; promoting tolerance, respect for diversity, complemented by the development of school infrastructure; developing an inclusive culture within the teaching staff but also through the development of partnerships between the education system and other social systems.
Keywords: inclusive education, special educational needs, attitudes, teachers, school inclusion
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