融合教育是全球教育领域正关注的热门课题，融合教育态度标志着教师接纳特殊学生的意愿，它决定了特殊儿童接受主流教育的机会。为了了解马来西亚融合教育态度现状，本研究以问卷调查方法，使用《融合教育态度量表》和《残疾人态度多维度量表》对109名马来西亚学前教师的融合教育态度和残疾人态度以及两者之间的关系进行研究。研究结果发现，(1) 马来西亚学前教师的融合教育态度中立，不同年龄、学历、教龄、职位、专业背景和残疾人接触经历的教师在融合教育态度上存在显著差异； (2) 马来西亚学前教师残疾人态度中立偏积极，与学历、教龄和残疾人接触经历存在显著相关； (3) 融合教育态度与残疾人态度之间存在相关关系。基于本研究结果提出以下建议：(1) 完善残疾人教育法规，创造交流机会(2) 提升师资质量，提供学前教师在职培训。

 Inclusive education is a concept that allows students with special needs to participate in mainstream education systems, while the attitude towards inclusive education measures the willingness of teachers to include children with disabilities into their classroom. This paper reports the attitudes of preschool teachers towards children with disabilities and inclusive education in Malaysia. The survey form was distributed to 109 preschool teachers in Malaysia. The finding shows that, in general, preschool teachers in Malaysia have neutral attitude toward inclusive education, while age, educational history, working experience, position in school, knowledge background, and experiences with disabled person are the factors that can cause significant difference between the attitudes among participants. Overall, preschool teachers’ attitudes towards children with disabilities were slightly positive, and the result is significantly related to the teachers’ educational history, working experiences, and experiences with disabled person. Moreover, correlation between the attitude towards children with disabilities and attitude towards inclusive education was found in this study.