Abstract
The purpose of this study was to describe the characteristics and behaviors of inclusive general education elementary teachers who were including a student with significant disabilities in their classes. In-person interviews of the three general education elementary school teachers were conducted and transcribed. In addition, the author observed the teachers at least seven different days throughout the spring semester and collected artifacts as well. All data compiled were analyzed using categorical coding procedures to identify themes related to the teachers’ attitudes. The themes that emerged included: a strong sense of classroom community, giving choices, utilizing engaging activities, having high academic expectations for all students, the teacher’s personal experience with people with disabilities, intentional teaching methods, collaboration between the general education teacher and the special education teacher, and the relationship between the paraeducator and the general education teacher.