A learning disability is a neurological condition that affects how a person learns and processes information. It is related to the functioning of the brain in performing different tasks. It is a problem in one of the fundamental cognitive processes necessary for performing certain activities like language comprehension, language usage and mathematical thinking. When the problem of disability is confined to a particular or specific activity, it can be understood as a ‘Specific Learning Disability’ (SLD). Dyslexia, Dysgraphia, Dyscalculia, Auditory processing disorder, perceptual difficulties, and developing aphasia are some of the examples of common learning problems. These problems of children with specific learning disabilities can be addressed in an inclusive classroom using different intervention strategies. Teachers play a crucial role in bringing children with specific learning disabilities into the mainstream education. The teachers working in inclusive schools should have a positive attitude and right perceptions towards the education of children with specific learning disabilities (SLDs). The present study is an attempt to explore the influence of gender, teaching experience and type of school management on the attitude of teachers towards the education of children with specific learning disabilities in an inclusive environment in secondary schools. Survey method of research was used for the present investigation. The sample of the study consists of 150 teachers (30 Headmasters and 120 School Assistants) from 30 selected secondary schools in Visakhapatnam district of Andhra Pradesh. The researchers used a self-developed questionnaire to collect data from the respondents. The data were analyzed using differential and inferential statistics. The findings of the study revealed that gender and Teaching Experience have no influence on the attitude of secondary school teachers towards the education of children with specific learning disabilities in an inclusive environment in secondary schools. However, the type of school management has a positive influence on the attitude of teaches towards the education of children with SLDs. The study suggested that in-service training programmes are to be conducted for teachers on intervention strategies to overcome the problems of children with SLDs in an inclusive environment.

children, disabilities, education, environment, inclusive, learning, teachers