One of the most important of inclusion is the attitudes and work motivation of teachers towards children with special needs. The perspective of educators on the difficulty of educating students with special educational needs has been cited as a crucial factor in deciding whether or not schools are inclusive settings. This study examines the attitudes and work motivation of general education teachers towards learners with intellectual disability in elementary school. It used descriptive-correlational methodology in survey based. The instrument used was a researcher developed questionnaire titled “Attitude and Work Motivation of General Education Teachers towards Teaching Learners with Intellectual Disability” with a test-retest reliability alpha of 0.76 was used to collect data from teachers. Findings showed that attitude and work motivation of general education towards teaching learners with intellectual disability among elementary school teachers in the study area were no significant. The test of hypotheses showed that their attitude and work motivation do not differ by gender, age and length of service. Respondents were well-informed about inclusive education and held favorable opinions concerning inclusion. Schools must provide sufficient learning support providers and educational resources, as well as in-depth specialization courses that provide specialized practices for implementing the special education strategies in their classrooms and teaching strategies for bridging theory and practice. Individualized education plan (IEP) provisions, curriculum adjustments, and classroom adaptations that are suitable for learners with special educational needs should be incorporated into the design and actual implementation of learning support programs.

Keywords: Attitudes and Work Motivation; General Education Teachers; Intellectual Disability; Inclusive Education