Research addressing the attitudes, beliefs, and understandings regarding inclusion of teachers who currently teach in inclusive settings is notably lacking in the professional literature. This investigation addressed this topic, as 46 teacbers who were teaching in inclusive settings were interviewed regarding the academic achievement, social relationships, and classroom behavior of students with mild disabilities (learning disabilities, mild mental retardation, and emotional/behavior disorders) who were being educated in these settings. Results indicated that these teachers perceived that students were benefiting from placement in inclusive programs both academically and socially, especially when compared to former separate class placements. In addition, teachers stated that fewer students with disabilities manifested classroom behavior problems than they initially anticipated. The implications of these results for future research and practice are discussed.
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