摘要：AbstractIn this research we investigated teachers of the primary and secondary schools (N=100) about correlation between his attitudes towards inclusion and dimensions of teachers’ personalities towards a model having five factors. The attitudes towards inclusion include the attitudes regarding the education of children with different difficulties in their development, the attitudes regarding the responsibility of a school to offer good education for all children. Also, teachers' self-evaluation regarding their own relevant professional and personal capacities regarding the work with children having difficulties in their own development. Personality was examined by the help of five basic dimensions: neuroticism, extraversion, openness, cooperation and being conscientious. The results have shown that, out of total number of examinees, 80% support the idea of inclusive education. Openness is in a positive correlation with the attitudes towards inclusive education. Teachers in primary schools have more positive attitude towards inclusive education.
