There are no special schools for pupils with learning difficulties, so students from units are integrated in the mainstream if they can manage without help and their behaviour is not a problem.185 An academic study in 2006 examined teachers' attitudes to disabled pupils and their perceived knowledge of inclusive education. The respondents were the mainstream and special education teachers in the public primary and secondary schools. Data from a questionnaire were analysed using descriptive statistics such as frequency and percentages. The main finding was that in general teachers have positive attitudes towards inclusive education. They agreed that inclusive education enhances social interaction and inclusion among the students and thus minimises negative stereotypes about special needs students.