摘要：This study explores the attitudes of prospective teachers regarding inclusion of children with learning difficulties (LD) into regular classrooms.Quantitative data were obtained through a questionnaire with 165 first- and third-year students in the initial teacher training program at Technical University of ClujNapoca.Comparisons are made between the views expressed by respondents at the beginning and at the end of the program without the experience of any study discipline on inclusive education.The results have shown that prospective teachers have slightly positive attitudes towards inclusion of children with LD.First-year students,also,seem to be slightly more positive than those in the thirdyear and female students slightly more positive than male students.The implications for teacher training programs are discussed.
