Hokkinson 2006 stated that, “successful inclusion may be dependent firstly, on teacher’s positive attitudes on the beliefs of disability and secondly, upon their perceived competences to deliver the lesson’. Teachers with positive attitudes towards inclusion at schools achieve inclusive education, whilst other schools struggle to reach inclusive education because of the teachers who are less supportive and have negative attitudes towards inclusion. Teachers are seen as key stakeholders to implement inclusion, and positive attitudes are therefore argued as having a pivotal role in implementing this education change successfully. Inclusive education can be achieved, however, it highly depends on the teacher’s attitude particularly of willingness so that it nurtures and caters for disabled students learning. Teacher’s attitude should reflect no stereotyping patterns in student’s behaviour because these perceptions of considering their students as either “good’ or “bad” from each other closes their motivation and enthusiasm to be adaptable to the needs of each child in the classroom.

At our centre, there was a male student who was relatively short for his age, he experienced major challenges in terms of using the washroom facilities and accessing materials to interact with. The other children at the centre saw no difference in him and made no negative remarks and they played with him as they would with any of their friends, so he felt comfortable to socialize with them. In terms of the washroom area, the nearby woodwork shop made a wooden but secure step for him so he could have easily used the washroom area independently. Also, a highchair was provided for him to engage in tabletop activities and he would feel a sense of belonging. The materials were rearranged so he could have easily accessed them as well. It is very evident that if teachers display a positive attitude and willingness towards inclusion, all children will be given the opportunity to learn.