ABSTRACT
There is a considerable amount of research that suggests that teachers with positive perceptions on inclusive education can deal with everyday difficulties regarding classroom control, educational practices and student support more effectively and efficiently than teachers who have negative perceptions on the subject. Additionally, it is evident that positive perceptions on inclusion are related to better knowledge of inclusive education practices, in a way that inclusion really works in practice and the philosophy of No Child Left Behind is fully incorporated with no child being stigmatized and excluded for any reason. This chapter discusses issues associated with the relationship between teachers' perceptions on inclusive education and the rise of a fully inclusive classroom and school; the factors that affect teachers' perceptions are noted with the importance of in-service teachers' lifelong learning being discussed in a greater extend. Negative teachers' attitudes toward inclusion were found to be one of the main barriers to the implementation of inclusive policies.
