Today the philosophy of inclusion is a radical trend in the field of special education. However the true meaning of the inclusion is not only educational effects but also social effects for the children with disabilities. Leisure activities are an important factor to support for effective inclusion either education and society in the meaning to suggest similar experiences in the life itself. The purpose of this study was to compare the parents of children with disabilities and special school teachers' attitudes toward leisure activities support during non-school days for students with disabilities. A questionnaire with thirty one questions was developed for this study. Nine hundred and six parents of children with disabilities and one thousand and thirty five special school teachers were participated. The results of this study were that: (a) the special school teachers' attitudes toward leisure activities in a support situation during non-school days for students with disabilities were more negative than those of the parents of children with disabilities; (b) the parents of children with disabilities expressed more positive attitudes toward leisure activities in support needs during non-school days for students with disabilities than those of the special school teachers; and (c) the parents of children with disabilities required more powerful attitudes toward leisure activities support plan during non-school days for students with disabilities than those of the special school teachers. Therefore this study concluded that the parents of children with disabilities and special school teachers' attitudes toward leisure activities support during non-school days for students with disabilities were different depending on the group's experience and their duty. However it is no doubt the two groups want to make a strong plan to support the leisure activities during non-school days for students with disabilities.