This study investigated the impact of teachers' gender, marital status, years of experience, and specialty on their willingness to include children with special needs (CWSNs) in their classes. We adopted a cross-sectional survey design. Using a convenience sampling technique, 316 teachers from 15 state-owned secondary schools in Awka South Local Government Area of Anambra State, Nigeria participated in this study. Data were analysed with mean, t-test, and ANOVA. Findings showed that teachers

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... e willing to include CWSNs in their classes, and only teachers' specialty showed a significant impact on teachers' willingness to teach CWSNs. It was concluded that aspects of the teacher socio-demographic variables that may affect their willingness to include CWSNs are those that could influence their competence. Limitations of studies were highlighted.