This investigation examined whether teachers' attitudes toward their included students with disabilities differed as a function of the disability's severity. Seventy inclusive classroom teachers nominated three students to prompts corresponding with the attitudes of attachment, concern, indifference, and rejection. Chi-square analyses supported predictions, based on a theory of instructional tolerance and a model of differential expectations, that students with severe or obvious disabilities are significantly overrepresented among teachers' nominations in the indifference category, whereas students with mild or hidden disabilities are significantly overrepresented among teachers' nominations in the rejection category. Results were interpreted to indicate that teachers tend to form different attitudes and expectations for their included students with disabilities depending on the severity or obviousness of students' disabilities. It is suggested that both included students with obvious and hidden disabilities are at risk for receiving inappropriate educational interactions—but for different reasons. Distinct recommendations for improving teachers' attitudes toward included students with hidden and obvious disabilities are offered.
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