relationships among all educators and administrative support. General and special educator responses were all positive. Both special educators (88.5%) and general teachers (78.8%) believed that: inclusive practices promote participation in decision-making and collaboration allows for inclusion practices; and coequal partnership with mutual support between general and special education is imperative for successful inclusion.
Harding and Darling (2003) presented a study of middle and high school teacher attitudes toward inclusion. These authors found that teachers demonstrated positive attitudes and behaviors toward inclusion and special needs students. The teachers interacted socially with all students and created a positive atmosphere in the classrooms for every student. In addition, Harding and Darling (2003) found that there were negative remarks made about inclusion. The teachers reported that they had not received enough education to prepare them to help special needs students and they did no
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