The extent of teachers reception of the concept must be surveyed among students with special needs and the general student community to further generate data on the validity of the surveys taken on teachers. Only a two sided approach will help control against the urge to give socially acceptable views on survey questions as opposed to actual views to inclusion to ensure its success.this millennium is special in itself as it's an era of accountability. It would be interesting to study the teaching community's expectations of student outcomes for students of different disability types and degrees. This study may hold particular significance as it helps assess the attitude of teachers towards students with different types of special needs. In this study we have assessed teacher's views on inclusivity, on collaborative efforts and improvement strategies and seen the overall gender based bias in views on these issues. Although supported by recent statistics, more research is needed to confirm these findings. Further, there is a need to further conduct correlative investigations on teachers' attitudes and opinions of inclusion in relation to student outcomes in order to better understand how the concept of inclusion has been understood, evolved and practiced in today's educational forefront. It is apparent that teachers do have preferences and significant attitudes relating to the populations of students to whom they provide inclusive education. Both quantitative and qualitative attitude research may further delineate practical approaches to serve various student populations effectively.