Since the mid 1980s, there has been a strong national movement to include all children in general education classrooms within their neighborhood schools. This movement has met with much support; however, there are many challenges professionals encounter when implementing inclusionary programs. Although, for years, we have acknowledged the challenges and concerns teachers have, these issues continue to plague our educators. To rectify the problems, we need to specifically identify the teachers' concerns and then begin to establish methods to directly address the issues. This study investigated the attitudes of elementary school teachers towards inclusion within three rural school districts in a southwestern area of United States. Summary information was obtained, analyzed and used to make recommendations to address the teachers' concerns for implementing effective and successful inclusionary programs.
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