This report discusses the outcomes of a study designed to assess teacher attitudes about an interdisciplinary approach to the inclusion of students with behavior disorders. The interdisciplinary approach involved four components: responsible inclusion, language intervention strategies, self-management programs, and pragmatic skills for classroom teachers. A survey of attitudes toward the theory and practice of inclusion was completed by 37 regular education teachers, special education teachers, and a speech-pathologist serving children ranging from kindergarten to eighth grade. Results from the survey indicate that the majority of participants agreed that inclusion should consist of educational teaming that involves a collaborative classroom method and a special education teacher as part of the classroom. Participants indicated that cooperative learning was vital to inclusion, a whole language curriculum was effective, and storytelling was an important part of the curriculum. Just over half of the participants indicated they employ the point-and-level system of classroom management (a token economy with increasing levels of privileges). The majority of participants agreed that inclusion should consist of the following: (1) a special education teacher and speech-language pathologist as collaborative partners; (2) the use of self-monitoring classroom management; and (3) the educator's belief in the power to produce a desired effect. Tables with survey outcomes are attached. (Author/CR)