The purpose of the study was to examine the knowledge levels of primary school teachers about the Inclusive education in Al Ain, UAE. Inclusive education aims to give all students, regardless of their abilities, equal opportunities to learn and participate in classroom activities. However, teachers have misunderstandings about inclusive education that prevent them from fully supporting it. This study aims to identify these misunderstandings, their impact on students with disabilities, and ways to address them. A total of 128 teachers completed the Knowledge of Attention Deficit Disorders Scale and a demographic questionnaire. The results indicated that the teachers lacked adequate knowledge of inclusive education. Repeated measures ANOVA results indicated that the teachers’ scores on the three subscales of the measure were significantly different (F = 6.33, p < .01). The study recommends teacher training, increased awareness, and collaboration with special education teachers as interventions to promote inclusive education.

Keywords: Inclusive education.