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Teachers play a pivotal role in shaping the educational experiences of mentally retarded children. Their attitudes, beliefs, and practices have a profound impact on the academic, social, and emotional development of these students. Researcher employed 50 teachers as sample of study by using descriptive research. Female teachers, on average, have more positive attitudes towards the education of mentally retarded children compared to male teachers. Urban and rural teachers also showed a statistically significant difference in attitudes. Urban teachers, on average, have more positive attitudes compared to their rural counterparts. Special teachers, who likely have training or experience in special education, exhibited significantly more positive attitudes towards the education of mentally retarded children compared to regular teachers. These conclusions suggested that certain demographic and professional factors influences teacher attitudes in West Bengal. Female teachers, urban teachers, and those with special education training tend to have more positive attitudes. These findings underscore the importance of addressing these demographic and training-related disparities to promote more inclusive and supportive educational environments for mentally retarded children. To enhance inclusive education for mentally retarded children, it is essential to provide targeted support, training, and resources to teachers, particularly those in rural areas and with limited special education backgrounds, in order to bridge these attitude gaps and create more inclusive learning environments.

Copyright © 2023 1Wasim Hasan. This is an open access article distributed under the Creative Commons Attribution License.