In recent years, many schools have begun to include students with disabilities in general education classrooms. Studies on inclusion, have shown several positive effects for students with and without disabilities. This study examines the self-reported attitudes of 185 elementary school students in inclusive and traditional classrooms, as measured by the Scale of Children\u27s Attitudes Toward Exceptionalities (SCATE). Self-reported attitudes and experiences of general education teachers were also assessed using a survey developed by the researcher. Although statistically significant relationships were found on the SCATE, these were not logical or conclusive. Results of the teacher surveys indicate that teachers of inclusive classes more strongly support the district philosophy for including students with disabilities than teachers of traditional classes. The results of this study do not support the hypothesis that students in inclusive classrooms have more positive attitudes toward peers with disabilities than students in traditional classrooms. Implications for these results and possibilities for future research are discussed
