Inclusive education in primary school: Do teachers’ attitudes relate to their classroom management?

International research has shown that successful implementation of inclusive education is highly dependent on teachers’ positive perception of students with Special Educational Needs (SENs) and their willingness to accommodate the learning needs of such students in the classroom. It has been argued that teachers’ attitudes towards students with SENs have an impact on their classroom management. The aims of this study, therefore, are: 1) to measure teachers’ attitudes towards the inclusion of students with SENs, 2) to identify classroom management in the inclusive classroom, and 3) to investigate the relationship between teachers’ attitudes and their classroom management. Forty teachers from eight inclusive public primary schools in Depok, Indonesia, voluntarily got involved in the study. Teachers’ attitudes and classroom management at an inclusive public primary school, grades 2–6, were measured by a questionnaire. The findings of the study revealed that teachers were positive in their attitudes towards inclusion of students with SENs and were providing a high level of classroom management in the classroom. It was also found that only the behavioural component of teachers’ attitudes towards students with SENs significantly correlated with their classroom management in the inclusive classroom. Future research and implications of the study are also described.