Inclusive education can be defined as acting with the awareness that people have different characteristics from each other and ensuring that all children can receive education together with their peers and at the same standards. In this context, classroom teachers' attitudes towards inclusive education were examined in terms of different variables. The survey model was used in the study. Data were collected using the Attitude Scale towards Inclusive Education developed by Erçiçek et al. (2023). The scale was administered to 384 teachers working in primary schools, and the obtained data were analyzed using the SPSS 23.0 program. Acccording to the analysis results, classroom teachers’ attitudes towards inclusive education are positive. Apart from this, it has been concluded that the attitudes of classroom teachers towards inclusive education do not differ significantly according to the variables of gender, age, years of seniority, educational status, however they show significant differences according to the variables of receiving training on inclusive education, having a disadvantaged acquaintance or relative, and having a disadvantaged individual in the class.

Inclusive education, primary school, classroom teachers.