Abstract
An ongoing conversation in education has been about the outcomes of the practice of inclusion, whereby students with disabilities receive their supports and services in the general education classroom. This current study investigated teachers’ perceptions of the implementation of inclusive education quality indicators and co-teaching practices within one school district. Data was collected using an online survey which had five respondents. Findings showed high ratings for administrative supports and staff beliefs about inclusive education. Findings also revealed that areas needing improvement included staffing, collaboration, training on instruction of students with disabilities, and curriculum. Recommendations based on this current research were to add professional development offerings on inclusive education, purchase intervention curriculum, add staff to meet the need for intervention staff, lower student to staff ratios and provide the option of a class for students with mild/moderate disabilities.