Teachers from schools across the United Arab Emirates were asked to complete two questionnaires. The first questionnaire sought data from the teachers on their experience, qualifications, classes taught and attitudes in relation to inclusion. Information was also sought on the advantages and disadvantages of inclusion, the most difficult classification of children with special needs to include into regular classes/schools, where the United Arab Emirates was, at present, in terms of the inclusion issue and where future directions for special education in the United Arab Emirates should be planned. The second questionnaire was the stages of concern questionnaire developed by Hall and Loucks (1979). The stages of concern questionnaire sought information on where a particular group was at in coming to terms with a new innovation. The stages of concern data also determine the range of strategies needed to assist the group in coming to terms with the innovation. Through their responses to the stages of concern questionnaire teachers were placed on a stage of concern ranging from stage 0 (awareness) through to stage 6 (refocusing). This ranking was based on the teachers' responses to the innovation of inclusion. Strategies to assist the teachers' progress through the stages of concern are discussed. Suggestions as to how these strategies can be incorporated in undergraduate special education courses and workshops for practicing teachers are also outlined. (Contains 12 tables.)