The inclusive attitudes of 181 undergraduate preservice general educators were measured using modified versions of the Opinions Relative to Integration of Students with Disabilities scale. A series of 4 $$ 4 ANOVA equations indicated that (a) pre-service teachers were more positive toward the inclusion of students with learning disabilities than of students with behavior disorders, mental retardation, and multiple disabilities and (b) pre-service teachers of different class standings did not have significantly different attitudes toward inclusion. In addition, four themes emerged from the comments of 136 participants regarding their strengths and weaknesses related to inclusive teaching. The most frequently mentioned strengths were in the area of Personal Characteristics, Dispositions, and Talents. The most commonly noted weaknesses were in regard to Teaching Experience, Teacher-training, and Instructional Knowledge and Skills. A chi-square analysis indicated that strengths and weaknesses did not differ corresponding to class standing with the exception of seniors tending to express more strengths related to Experiences Unrelated to Teaching or Teacher-training than expected by chance. The implications of these results and infusion models of teacher preparation for inclusion policies are discussed.
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