EXPLORING PRE-SERVICE TEACHERS' ATTITUDE TOWARDS INCLUSION IN CLASSROOM SETTINGS

Inclusive education is an important part of fair and equal schooling. It aims to ensure that students with disabilities can learn and participate meaningfully in regular classroom settings along with their peers. This study focuses on understanding the views of pre-service teachers toward inclusive education. Attitudes toward inclusion are influenced by several factors, such as previous experience with inclusive classrooms, professional training, personal beliefs, and awareness of the support systems available in schools. By examining these perceptions, the study contributes to a better understanding of inclusive education and its emotional aspects. Looking at how pre-service teachers view the emotional impact of inclusion helps identify areas where more awareness, training, and policy support may be required. A clear understanding of these viewpoints can help in creating classrooms that are emotionally supportive and respectful, ensuring dignity, participation, and overall development for students with disabilities. The findings indicate some uncertainty among respondents, but overall, there is no strong belief that inclusion has negative emotional effects. This highlights the importance of providing more training and practical experiences to help future teachers develop confident and informed attitudes toward inclusive education. Improving awareness and understanding can reduce confusion and encourage more positive and evidence-based approaches to inclusive practices in schools.