This quasi-experimental study aimed to examine the efficacy of the Sekolah Ramah Inklusi (SERASI) training program in improving the attitudes of teachers towards to inclusive education. The SERASI training program was developed for primary teachers in inclusive schools (n=19). This intervention comprised an 8 hours face-to-face training session encompassing three topics: disability, inclusive education, and teaching strategies. In order to determine the effects of the SERASI training program, the attitudes of teachers were measured using Kurniawati's (2016) adaptation of Mahat's (2008) Multidimensional Attitudes Toward Inclusive Education Scale (MATIES) and through observation and interviews with open-ended questions. All measurement tools were administered twice: before the training program was conducted and immediately afterwards. The outcomes obtained from the MATIES revealed no significant differences in the attitudes of teachers with regard to inclusive education although the mean scores of the pre-test (M=4.58) and the post-test (M=4.73) of the MATIES were different. In addition, the teachers felt that the SERASI training program accorded them the opportunity to better understand inclusive education and the strategies that they could apply in their classes, and that the training made them feel more confident of teaching an inclusive class. The results of the investigation thus demonstrated that the SERASI training program influences teachers in a positive manner. However, the SERASI training program was not found to be significantly effective in improving the attitudes of the teachers. These findings suggest that teachers in inclusive schools should receive a long-term training program and that they must be observed and interviewed to clearly comprehend the prevailing attitudes. Also, future researchers or schools should consider external factors such as the number of students with special education needs (SEN) or the facilities offered by the school to support inclusive education.

The aim of this study was to the comparative attitude of regular students toward the students with Special Educational Needs (SEN) based on inclusive private and public primary schools. The quantitative research method was selected for collecting data for the study. 266 students from several schools were involved in this research. In order to answer the research question of this study, the attitude of the students was measured using Chedoke-McMaster Attitudes Towards Children with Handicaps (CATCH) by Rosenbaum (1988) and had been adapted with good reliability (0,7). CATCH consists of 18 items which includes 3 dimensions of attitude (knowledge, affect and behavior). Data collection took place in the classrooms in November 2017. The result showed that there is a significant difference in attitude score between students from inclusive public primary schools (M= 47.6, SD=5.2) and students from inclusive private primary schools (M= 46.01, SD=4.47); t(264)=2.56, p<0.05. This study reveals that regular students' knowledge about the students with SEN is a possible reason to explain differences in attitude score between students from inclusive private and public primary schools. These findings also suggest future researcher to consider measurement tools to examine the attitude of regular students toward students with SEN.