In summary, research indicates a positive change in attitudes towards inclusion and can be supported by teacher training in a variety of aspects relating to inclusion, including a increased administrative support, co-teaching, support from special education teachers and paraprofessionals, adequate resources to meet the needs of a wide variety of students, and time to make accommodations, modifications, and planning (DeSimone & Parmar, 2006; Daane et al., 2008; Elliot, 2008; Gurgur & Uzuner, 2010; Novice teachers receive the necessary training and practical experience in their courses and in practice (Algaryouti et al., 2003; Berry, 2008; Brakenreed & Barnett, 2006; Burke & Sutherland, 2004; Jung). Researchers have found that experienced teachers have less favorable attitudes toward inclusion than their novice teacher colleagues due to a lack of training and experience in inclusive practices (Algaryouti et al.; Berry; Burke & Sutherland; Brady, 2008 ; Cook et al., 2007; Recent research has been conducted to identify pre-service and in-service teachers' attitudes towards inclusion (Algaryouti et al., 2003; Berry, 2008; Brady, 2008; Brakenreed & Barnett, 2006; Bruke & Sutherland, 2004; , 2010 ; examine the influence that teacher preparation programs, coursework, and practice experience have on novice teachers' attitudes toward inclusive students with disabilities (Algaryouti et al.; Berry; Brakenreed & Barnett; Burke; Jung ) and... middle of the paper. .....of post-secondary education and disability, 17(2), 81-90.Jung, WS (2007). of Success. Education, 101(1), 106-114.Short, C. and Martin, B.N. (2005). Rural high school students' and teachers' attitudes about inclusion. 27(1), 1-10.Smith, M.K. & Smith, K.E. (2000). "I believe in inclusion, but..." Journal of Research in Childhood Education, 14(2), 161-180. U.S. Department of Education, National Center for Education Statistics. (2007). IDEA website. Washington, DC: US ​​Government Printing Office. Retrieved from http://idea.ed.gov/US Department of Education, Office of the Secretary, Office of Public Affairs. (2004). A guide to education and no child left behind. Washington, DC: US ​​Government Printing Office. Retrieved from http://www2.ed.gov/nclb/overview/intro/guide/