ABSTRACT
The teachers’ attitude and instructional support to students with Special Educational Needs (SEN) have positive effects in the success of inclusive education. The purpose of this research is to examine the correlation between teachers’ attitude and their instructional support in inclusive primary school. Forty primary school teachers were given Multidimensional Attitudes toward Inclusive Education Scale (MATIES) and instructional support questionnaires. The results have revealed that teachers have positive attitudes towards SEN students and they provide strong instructional support when they interact with such students, thus there is a significant correlation between the two variables.
