The current study aimed at identifying the attitudes of teachers and parents towards the Inclusion of Disability students with other students in government basic schools. It also aimed at identifying the significant differences between the attitudes of teachers towards the Inclusion of the Disability students with those in basic schools in relation to experience, specialization, and place of residence. The study investigated the significant differences between teachers towards the Inclusion of the Disability students with those in the basic schools, according to experience, specialization, and place of residence variables. It also investigated the significant differences in parents' attitudes towards the Inclusion of the Disability students with those in the basic schools, according to their educational degree, and the place of residence. The population of the study consisted of all the teachers and parents who were dealing with the Disability students in the new coeducation schools in Muscat and Dakhiliya regions.. The sample of the study was formed by all of the teachers and parents who were dealing with the Disability students in the new coeducation schools in Muscat and Dakhiliya regions. This sample consisted of (80) teachers and (80) parents of the Disability students. A number of (30) parents and teachers were selected for estimating validity and reliability index (out of the sample.The descriptive approach was adopted in this study. The researcher also developed an instrument to measure teachers and parents' attitudes towards the Inclusion of Disability students in basic schools. The instrument consisted of (30) items, constructed in this study at four fields which are philosophy of Inclusion, academic dimension, psychological dimension, and social dimension. Validity of the tool was then checked using the judgment method and the construct validity which was calculated using correlation coefficient between each mean of measurement and its fields. The reliability of the tool was checked using Alpha-Chrombach method which indicated that the instrument proved that it has acceptable reliability and validity indices. Data of the study were statistically analyzed by SPSS package, using arithmetic means, standard deviations, one way ANOVA and the T-Test to answer questions of the study, and Pearson correlation to estimate the construct validity of the tool. Alpha-Chronpach formula & standard error was also used to estimate the reliability of the tool. validity of the tool was estimated using the judgment approach, & construct type. Results of the study revealed that: 1- Positive attitudes of teacher and parents towards the Inclusion of the Disability student with basic school students. 2- Significant differences were found between teachers and parents' attitudes towards the Inclusion of the Disability students with basic schools students in favor of parents. 3- No statistical significant differences were found in the attitudes of teachers towards the Inclusion of the Disability students with the basic school students according to the experience and specialization, while there were statistical significant differences in their attitudes according to the place of residence in favor of teachers in Muscat. 4- No statistical significant differences were found in the attitudes of parents towards the Inclusion of the Disability students with the basic school students according to their educational degree and the place of residence.