The number of enrolment of children especially the handicaps found in regular schools is on the increase since
the 2005 because of the UN educational policy on inclusive education. This has adverse effects on the learning
environment, the psycho- social and professional attitudes of both teachers and the special needs children in
regular schools. One crucial issue that has prompted this study is that of the ability of the regular classroom
teachers to meet the psycho- social demands of special needs children in terms of attitude UN Disability
Convention s exhibited in the classroom. A descriptive survey design was adopted. A total sample of 412, (205)
boys and (207) girls special needs students were identified by 29 teachers from 47 secondary schools in Yaoundé
were used for the study. four research questions and 2 hypotheses were raised to guide the study from which a
self-designed 2-point- attitudes scale of a 12-item behavioural concepts were pre-tested and obtained a test -
retest reliability coefficient of 0.88. The SPSS was used to analysed percentages and t- test statistic. The result
showed that both the teachers and the subjects exhibited negative attitudes though the teachers showed more than
the pupils. Gender (Sex) had no significant difference in the students’ attitudes. Some (90%) of the teachers
have academic qualifications and only (27%) professional qualification. None of the teachers 29 (100%) had
been exposed to teaching of Special Needs children. The result prompted the following recommendations among
others that teachers need an extensive programme that will enhance their ability in handling special needs
children, learning environmental should be conducive to suit every learner.