Inclusionary practices in the school system mean that more and more teachers are being involved in the teaching of children with a variety of disabilities in the regular classroom. Evidence supports the fact that early placement in an inclusive setting, with an individualized programme, will be beneficial to a child providing that adequate resources and qualified personnel are available. Perhaps the most critical factors for successful inclusion are the attitude of the teacher, the learning environment including resources, and peer acceptance which is partly dependent upon teacher attitude. The role that attitudes of non disabled persons play in the lives of people with disabilities is an important area to understand because negative attitudes might limit the integration of disabled people in the community. Therefore, the purpose of my research study is to examine the attitude of teachers in regular schools handling non-disabled children.