A truly effective and inclusive education system focuses on offering every student the opportunity to succeed regardless of their educational needs. Response to Intervention (RTI) is an approach that can decisively contribute to achieving this goal. Despite having laws supporting children’s right to quality education - regardless of gender, socio-economic background, or abilities - Egypt continues to face significant barriers that hinder the implementation of inclusive education (IE) in schools. Previous research has shown that teachers’ attitudes significantly influence both policy implementation and student outcomes. Teachers’ negative attitudes can lead to resistance toward inclusion, creating obstacles for students with diverse learning needs to receive the support they need for effective learning.

This pilot study aims to assess the state of IE in Egyptian schools by evaluating:
(1) the implementation of current IE practices,
(2) teachers’ attitudes towards IE, and
(3) the impact of these attitudes on IE practices in schools.

To achieve this, the Teachers' Attitudes Towards Inclusion Scale (TAIS) was employed with 31 private school teachers in Egypt participating in the study. The results indicate that, while there is some awareness of IE in Egypt, teachers’ attitudes towards IE were largely negative. Specifically, teachers appear reluctant to implement IE practices due to systemic barriers and limitations, which include insufficient training, lack of adequate support, and resource constraints. This study further discusses recommendations and suggestions on how teachers and policymakers in Egypt can actively and practically promote inclusivity by implementing RTI principles in their classrooms. Practical recommendations focused on changing the terminology used in education, accepting differences between students, and providing basic training for teachers. Additional suggestions included collaborating with experts in the field and using cost-efficient screenings and progress monitoring tools to recognize students’ areas of need and how they can be better supported. Although this pilot study primarily focuses on Egypt, its findings and recommendations can also benefit neighboring countries but also other regions with limited resources, awareness, and education systems similar to Egypt’s. By addressing these challenges and barriers, Egypt and its counterparts can foster a culture of inclusion in schools, cultivating a generation of leaders who accept, celebrate, and learn from diversity.

Keywords: Inclusive Education (IE), Response to Intervention (RTI), Special Educational Needs (SEN), Learning Difficulties (LDs).