Abstract
Elementary teachers with backgrounds in special education possess valuable expertise in addressing diverse learning needs, but still face challenges in maintaining inclusive classrooms. This study assessed elementary teachers' attitudes toward working with learners with special educational needs (LSEN) and identified prevalent attitudes that affect their teaching performance. Using a mixed-methods approach, results revealed that teachers generally exhibited a very high positive attitude toward the mainstreaming of learners with special educational needs. However, certain non-prevailing attitudes emerged and were further explored through qualitative analysis, leading to five key themes that informed the development of contextualized policy recommendations. These policies aim to strengthen teachers’ positive attitudes through professional development, supportive learning environments, and enhanced instructional support.
