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Teachers and principals are seen as key persons to implement inclusive education. Positive attitudes are therefore argued as playing a considerable role in implementing educational changes successfully. The primary purpose of this study was to examine the attitudes of regular secondary school teachers`& principals‟ attitudes toward inclusion of students with disabilities in Hawassa University Technology Village, Sidama Zone, SNNPR, Ethiopia. Particularly, the study explored the factors that may impact the attitudes of general education teachers toward including students with disabilities. The factors examined were experience, professional development, and principal support. The study adopted a mixed research methodology, with 100 secondary school teachers and 8 principals as participants from four randomly selected regular secondary schools. Questionnaires and interviews were used as instruments of data collection. The interview data were analyzed using thematic analysis and the quantitative results were tabulated with percentages. Spearman‟s correlation coefficient were also used to determine teachers‟ attitudes toward inclusion, involvement in professional development, and perceived support from administrators. The findings of this study revealed that teachers and principals agreed with inclusion philosophically but were somewhat dubious about the amount of services that could be provided. They felt that students with disabilities would benefit socially but would be at a disadvantage academically. The data analysis also indicated the strongest relationships between teachers‟ attitudes toward including students with disabilities and two factors; professional development and principal support. Moderate correlations were indicated between teacher attitudes and the courses completed by teachers that focused on inclusion as well as the number of years including students with disabilities. The weakest correlation identified by the data was between the teachers‟ attitudes toward including students with disabilities and the number of years of teaching experience. It is recommended by this study that awareness-raising about disability is a good step towards an equal position of students with disabilities in the schools in particular and people with disabilities in the society in general. Changes at policy level and support facilities for special needs students as an explicit concern are needed to achieve this equalization.

Struggle towards Inclusion in Ethiopia: A Look at Teachers’ and Principals’ Attitudes