The attitude of teachers toward integrating disabled students into mass education has been a major discussion over the years. Teacher altitude simply means the stance of the teacher towards the situation. Attitude may be social or personal. The idea of integration has encountered different challenges ranging from overload curriculum, lack of material and condition to influence activity, overloaded classroom, to stereotypes towards the success of the integration. LUPU researched to examine or gather teachers’ opinions on the integration of students with special needs in normal schools. The article describes students with special needs as disabled students. The article aims to provide an answer to the question, ‘What is teachers’ opinion on the integration of students with special needs in normal schools?’ Integration is a way or an approach to achieving normalization. Integration in the education system is a process whereby a child is adjusted to the requirements of the school he or she attends.

Integration of students or school integration is the inclusion of disabled students in school participation and learning activities based on the potential of the students alongside other children. Integration of students involves training and supporting them to benefit from learning activities, it is not just about accepting disabled students in mass schools without adding any value or training them. The article revealed that different studies have been conducted to understand teachers’ attitudes or perspectives towards disabled students.

There have been mixed reactions or results over the years. In some studies, the presence of students with disabilities is an issue for teachers that focus only on teaching the material. However, in this article, the author explained that the teacher indicates a

positive attitude towards disabled students’ inclusion because they do not consider these special students as harmful to the reputation of the school in any way. The teacher was of the view that these categories of students also have the right to professional training, health, and education. The teachers also explained that students with severe and moderate disabilities can progress in public school. The teacher never considers integrating disabled students, but they share the opinion that students with moderate and severe disabilities could be assisted and allowed to progress to public school (p.34). But it will be difficult to integrate them into public school, especially for students with impaired hearing. LUPU findings explained that it will be difficult to integrate such students into public school. Another group of students identified in the study were students with easy mental deficiency and students with physical deficiencies.

“Teachers do not consider a disability student to be in any way harmful to the school reputation, they agreed that this category of students have also the right to education, health, and professional training.” (p.34). however, the outcome of the finding from the LUPU shows that teachers will prefer a separate school or separation of disabled students from normal students, as they suggest creating special schools for different types of disabilities (33-34). LUPU, however, explained that the lack of anonymity in the study may have influenced some of the answers or responses of the teachers, as they may be scared of social judgment. The study confirms the demerits of conducting a study using a focus group interview, as the volume often selected are generally low and the operation time is higher. However, to validate the findings from LUPU’s work, there is a need to conduct a similar study with a large number of participants or respondents, in a shorter time, but in an anonymous condition or environment.