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The school inclusion of disabled children in mass schools changed the schools principals’ role and their relationship with inclusive education. A lot of research showed the principals’ role is important in successfully applying the inclusion process. Thus, the principals’ attitude towards the disabled children inclusion in mass schools may have either a positive or a negative impact. The results gathered after the data analysis in the study are important for the development and the implementation of professional training courses for teachers and for establishing some partnerships which offer the opportunity to interact with the included disabled children. These professional trainings will offer the opportunity to gain knowledge, skills and professional experiences which, in their turn, will lead to the increase of self-trust of being able to teach disabled children.

Key Words: school inclusion, teachers’ attitudes, disabled children