Research on pre-service teachers’ perspectives toward inclusion in the Egyptian context is almost non-existent. Given this dearth of research, the purpose of this study was to examine pre-service teachers’ attitudes toward including students with special needs in general education classrooms in Egypt. More specifically, this study examined the general attitudes of pre-service teachers toward inclusion and the variables that are believed to be associated with these attitudes. Investigating pre-service teachers’ attitudes toward inclusion is important to understanding factors that contribute to the formation and change of these attitudes, and the extent to which teacher education makes a difference for pre-service teachers.

To examine pre-service teachers’ attitudes, a cross-sectional study was designed. Sixteen-hundred and twenty five pre-service teachers, who were sophomores, juniors, and seniors studying general pre-service education, were surveyed at a single point in time. All participants were undergraduates who majored in elementary and secondary education at the Kafrelsheikh University in Egypt. The inclusive attitudes of these pre-service teachers were measured using the Pre-service Teachers’ Attitudes toward Inclusion questionnaire.

Data were analyzed using a two-way between-subjects analysis of variance. Results showed that pre-service teachers held more negative than positive attitudes toward the inclusion of students with disabilities in general education classrooms. However, pre-service teachers in this study had more negative attitudes toward the inclusion of children with mental retardation and emotional and behavioral disorders than they did toward students with other disabilities. Sophomores exhibited significantly more positive attitudes toward inclusion than both juniors and seniors while there were statistically non-significant differences between juniors and seniors. Furthermore, pre-service teachers who reported social relationships with persons who have disabilities exhibited more positive attitudes toward inclusion than pre-service teachers who did not report such relationships. The qualitative analysis of the written responses to the third part of the questionnaire revealed that pre-service teachers appeared unsupportive of the general concept of inclusion, and believed that the general education classroom was often not the most appropriate setting for students with special needs. The implications and recommendations based on these results are discussed.