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Abstract
This study examined the potential impact of influential factors on teacher perceptions of inclusion education and practices. This study compared the perceptions and attitudes of secondary teachers in Mississippi schools regarding the benefits of inclusion education. The purpose was to better understand factors influencing teacher perceptions and the potential correlations among influential variables such as length of service and educational experience, educational training, subject matter, and personal experience. The study is also proposed to determine teacher perceptions of the potential benefit of training and mentorship on inclusion success. This multifaceted examination is expected to increase knowledge of the variables and factors that influence teacher perceptions and perhaps provide insight into means for increasing perceptions of inclusion among educators. The results of this study indicate some factors, such as teacher type, gender, subject area, length of service, and training, had seemingly limited impact on responses to questions regarding the benefits of inclusion education.
