ATTITUDES AND ATTRIBUTES OF GENERAL-EDUCATION TEACHERS IDENTIFIED AS EFFECTIVE INCLUSIONISTS

School principals and special education teachers identified general ed ucation teachers who were the most skilled at including students with disabilities in their classrooms. After 10 individuals identified by b oth principals and special educators were interviewed, seven themes em erged. These teachers (a) described their own personalities as toleran t, reflective, and flexible; (b) accepted responsibility for all stude nts; (c) described a positive working relationship with special educat ors; (d) reported adjusting expectations for integrated students; (e) indicated that their primary inclusionary attitude was showing interpe rsonal warmth and acceptance in their interactions with students; (f) felt that there was insufficient time available for collaboration; and (g) expressed reservations about fully including all students. Result s are discussed in terms of teacher preparation, administrative practi ces, implications for increased inclusion, and suggestions for further research.