|The Institute of Medicine (2003) challenged all healthcare professions to adopt curricula content focused on the current healthcare needs in the United States. Many medical schools and schools of health professions struggle to implement this challenge. The Surgeon General has identified children with disabilities as a vulnerable and disenfranchised group relating to health prevention, promotion, and treatment usage. The Robert Wood Johnson Foundation funded an initiative, Quality and Safety in Education for Nurses (2007), to close the gap between nursing education and practice, focused on knowledge, attitudes, and skills for nurses. Attitudinal barriers are the most recognized impediment to health care for children with disabilities. Attitudes of nurses play a pivotal role in the care of children with disabilities and their families. Diminutive attention is furnished to disability education in undergraduate nursing curriculum in the United States.. Disability education warrants position in nursing curriculum in the United States. International research has concentrated on the attitudes of healthcare professionals toward disabled adults and rarely toward children with disabilities. Attitudes are hypothetical constructs that embody what an individual views as positive, negative or neutral; they are comprised from affective, behavioral, and cognitive responses and can be transformed by persuasion and experience. Simply put an attitude is a mental state, belief, or a predisposition to behaviour. This statement implies attitudes are cognitive, effective, and behavioral in response to a stimulus.