Education is a fundamental right for all children, irrespective of any discrimination. Some segments of diverse backgrounds remained outside the sphere of elementary education. Children with special needs face obstacles to being included in a regular classroom. The attitudinal barriers of teachers play an important role in the exclusion of children who deserve the right to education. A person’s attitude is a psychological construct, mental and emotional entities that is ingrained in or defines them. The research aims to analyze the attitude of teachers towards inclusive practices in some selected parts of West Bengal. The study also reflected perceptions of inclusion, beliefs on the efficacy of inclusion, and perceptions of the professional role and functions of school teachers towards inclusive education. A standardized scale was adopted and disseminated among the teachers. The study concluded that teachers’ perceptions

about inclusion were slightly supportive of inclusive service delivery models, while their beliefs about the efficacy of inclusion remained neutral. However, perceptions of their professional roles and functions were supportive of inclusive service delivery models. Their overall attitude towards inclusion was also slightly supportive of inclusion. There was no significant difference in attitude towards inclusion irrespective of school types, gender, or work experience.