Perceptions of 680 licensed general and special education teachers and
administrators related to the full inclusion of all students, includi
ng students with moderate and severe disabilities, were assessed using
the Heterogeneous Education Teacher Survey and the Regular Education
Initiative Teacher Survey-Revised. Respondents were from 32 school sit
es judged as providing heterogeneous educational opportunities for all
children. Results favored the education of children with disabilities
in general education through collaborative relationships among all ed
ucators - contradicting previous results suggesting that educators pre
fer pullout programs. For both general and special educators, administ
rative support and collaboration were powerful predictors of positive
attitudes toward full inclusion.