Abstract
The purpose of the study was to examine those factors that facilitate or inhibit the work of regular and special education teachers in inclusionary settings. The roles of these teachers are emerging rather than fixed, and frequently not well-defined. This empirical study examined the roles of exemplary teachers and the contexts in which they work in order to identify factors that either enhance or impede their work with general students and students with special needs. Implications for teacher professional development are discussed.
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