The study by de Boer, Pijl, and Minnaert (2011) examines the attitudes of regular primary school teachers towards inclusive education, the variables related to these attitudes, and the effects of teachers' attitudes on the social participation of students with special needs. The review of 26 studies reveals that most teachers hold neutral or negative attitudes towards inclusive education. No studies reported clear positive results. Variables such as training, experience with inclusive education, and the type of disability are found to be related to teachers' attitudes. However, no conclusion can be drawn regarding the effects of teachers' attitudes on the social participation of students with special needs. The study concludes that teachers generally have negative or undecided beliefs about inclusive education and do not feel competent or confident in teaching students with special needs. Additionally, teachers are more likely to reject students with special needs compared to their typically developing peers. The review also highlights that teachers with less teaching experience and those with more experience in inclusive education and training hold more positive attitudes. Teachers' attitudes are negatively influenced by the type of disability, with the most negative attitudes towards learning disabilities, AD/HD, and behavior problems, and the most positive attitudes towards physical and sensory impairments.The study by de Boer, Pijl, and Minnaert (2011) examines the attitudes of regular primary school teachers towards inclusive education, the variables related to these attitudes, and the effects of teachers' attitudes on the social participation of students with special needs. The review of 26 studies reveals that most teachers hold neutral or negative attitudes towards inclusive education. No studies reported clear positive results. Variables such as training, experience with inclusive education, and the type of disability are found to be related to teachers' attitudes. However, no conclusion can be drawn regarding the effects of teachers' attitudes on the social participation of students with special needs. The study concludes that teachers generally have negative or undecided beliefs about inclusive education and do not feel competent or confident in teaching students with special needs. Additionally, teachers are more likely to reject students with special needs compared to their typically developing peers. The review also highlights that teachers with less teaching experience and those with more experience in inclusive education and training hold more positive attitudes. Teachers' attitudes are negatively influenced by the type of disability, with the most negative attitudes towards learning disabilities, AD/HD, and behavior problems, and the most positive attitudes towards physical and sensory impairments.