Abstract—The purpose of this study is to gain some insights into the challenges faced by the academic workforce in special/segregated and inclusive schools in Hungary and to investigate their perceptionsregarding the barriers to inclusion.This paper has also examined in-depththe literature review on the barriers to successful implementation of inclusive education in any society. Fourteensemi-structured interviews (in English and Hungarian languages) were carried out in five schools in Budapest city, Hungary and the sample compromised of head-teachers, teachers and conductor-teachers. Two teachers with disabilities also participated in this study. The main results show, (a) the professional barriers faced by teachers at schools, and, (b) thedifferent barriers to successful inclusive education. This study also provides an overview on gender occupation imbalances within teaching profession. The importance of “people first language” in context to people with disabilities is discussed. Acknowledging the limitations, the literature on successful implementation of inclusive education is more focused on Western European countries andqualitative research on teachers’ perception towards children with disabilities in Hungary is limited.This study concluded with recommendations for future studies. 

Index Term—Children with disabilities, inclusive education, segregated schools, teachers

Cite: Ambuj Sharma and Anna Dunay, "An Analysis on Education for Children with Disabilities: A Qualitative Study on Head- Teachers, Teachers and Conductor-Teachers Perception towards Inclusion in Hungary" Journal of Advanced Management Science, Vol. 6, No. 2, pp.117-123, June 2018. doi: 10.18178/joams.6.2.117-123