Most teachers may express positive views about the inclusion of children with special needs in inclusive education and its strategies but the big question here is;are these strategies been implemented in their classrooms? This study examined teachers? attitudes towards inclusive practices as reflected in their own behaviors towards children with special needs in the inclusive classrooms.It was assumed that,some teachers? attitudes towards the teaching of children with special needs or students with learning disabilities in the inclusive classroom affect the inclusive education and its practices.The purpose of this study was to examine teachers` attitudes towards inclusive education,while at the same time the researcher analyzed some of the possible factors that might influence the teachers? attitudes towards children with special needs in inclusive environments in primary and junior high schools in Ghana.A mixed method（quantitative and qualitative）approach of study using closed – ended questionnaires and interview as instruments for data collection were analyzed with different results from different sources.A sample population of 600 classroom teachers（males and females）from both primary and junior high schools were used and finally had 575 teachers（aproximately 95.8%）completing the questionnaire after thorough sceening.The participants completed the questionnaire that might have relationship with the teachers? gender,cultural beliefs,experience and inclusive knowledge（professional development）and their attitudes towards children with special needs in an inclusive education setting.There were also questionnaires on the demography of teachers that might possibly have impact on the attitudes of teachers towards inclusive education.The collected data was statistically analyzed,using the excel statistics tool,Statistical Package for Social Science（SPSS）version 25,Microsoft office excel 2010 and Amos 24.Descriptive statistics（frequencies,percentages,means,standard deviations and tables）were used after editing and coding the response categories.Data from the completed questionnaire was checked for items? internal consistency using（Cronbach?s alpha）,normality test（skewness and kurtosis）,exploratory analysis,confirmatory factor analysis,multi-regression analysis and mediation mechanism analysis.Frequency tables were generated to determine the number of the respondent who expressed their opinion on a particular item in the questionnaire.The results were represented in tables.These were expressed in a manner that was descriptive,easily understood to facilitate comparisons and interpretation of data that aided the researcher to reach a good conclusion.This study was to contribute towards positive social change of teachers? attitudes towards children with special needs in inclusive educational settings because teachers? attitudes greatly influence their teaching strategies,classroom management and students learning processes.In view of this,the study analyzed whether teachers? gender,cultural beliefs,experience and inclusive knowledge（professional development）contribute to their attitudes towards children with special needs in inclusive classrooms.The findings of this research pointed out that,teachers in general have ambivalent attitudes with majority of them having positive attitudes toward special needs children in inclusive education classrooms.The findings showed that,teachers? gender does not have significant impact on their attitudes towards children with special needs and inclusive education.However,teachers? cultural beliefs,teaching experience and their encounter with children with special needs and their knowledge（professional development）have major influence on their attitudes towards children with special needs in the inclusive educational settings.It is an undeniable fact that teachers are major stakeholders in the educational sector and their contribution would either promote the success or the failure of any educational program implemented.Based on this fact,the attitudes or behavior of teachers towards inclusive practices could determine the success or otherwise of the inclusive education.Even though the results of this study found teachers in generally to have ambivalent position with majority of them showing positive attitudes towards children with special needs and inclusive education as a whole,they however,have some reservations towards certain aspects of inclusionary teaching practices.Some of these reservations were classroom management,class size,teaching strategies,the knowledge in special education,support from administrators,and support from resource personnel among others.These are important factors to create convenient and successful inclusive environment.These challenges differ significantly per the level of the special needs of the children and the age or grade of the children.Managing or dealing with children with special needs who have severe and profound conditions would be much difficult than children with special needs whose conditions are classified as mild and moderate.Again,teachers explained that when the children with special needs are included in the larger classes especially those in the primary schools,who are class teachers（a teacher assigned to a particular class）it becomes very difficult for them to give much attention to these children with special needs.The major challenges of Ghana inclusive education were discussed.Teachers reiterated that,challenges most schools are facing are shortage of professionally trained teachers in the field of special education or inclusive education with skills and competencies to manage the children with special needs in the inclusive environment.They called for the need for the educational authorities to increase human and education resources,improved infrastructure,and advanced knowledge in inclusive education to effectively deal with inclusion.Effective special education or inclusive knowledge（professional development）may encourage teachers to upgrade their knowledge and to get strong management skills to seal the professional gabs of teachers.Addressing these deficiencies would arguably improve teachers? attitudes,which in turn could potentially lead to improvement of inclusive education and the outcomes for children with special needs in Ghana.It was concluded that inclusive knowledge（professional development）of teachers（pre-service and in-service）should be focused on because it creates professionals with knowledge,skills and specific techniques.