All the teachers are expected to accommodate an increasingly varied student population. But most teachers feel ill to prepare for the inclusion of students with special education needs (SEN) in systematic classrooms. The teacher’s characters may help the inclusion of students with special education needs (SEN). In this article, first, we see teacher skills relating to the accommodation of students with SEN in regular classrooms not only as a factor of effective inclusive practice but also the relation of teacher’s behaviors towards inclusive education. Second, we discuss to what extend the teacher’s behavior can affect the teaching attitudes towards both students with SEN and inclusive education. Before we discuss the role of the teacher in inclusive education, let’s discuss what is inclusive education in briefly. Since, Salamanca Statement (1994) inclusive education has been globally acknowledged goal for over two eras. This goal has been more reinforced by the Conventio