This study used an ethnographic research methodology to identify effects of inclusion of students with severe disabilities on regular class teachers at the Harry L. Johnson Elementary School in Johnson City, New York. The school has been gradually integrating students with severe disabilities into regular classes since 1986. As of the 1991-92 school year, students with severe disabilities had been integrated into regular kindergarten classes for 5 years, first grade for 4 years, second grade for 3 years, third grade for 2 years, and fourth grade for the first time. Teachers' perceptions were identified through semi-structured interviews, a questionnaire, direct observation, and review of extant data. Teachers expressed and demonstrated overwhelmingly positive effects of inclusion, with findings organized into 11 themes about teacher attitudes and practices. The themes include: teaching and learning about disabilities, curriculum and materials, success for all, collaborative problem solving, expectation of inclusion, teams, student assessment and Individualized Education Programs, flexibility, learning to accept or overlook challenges presented by these students that can interfere with instruction but that are not easily resolved, stress, and accountability. The study concludes that inclusion did not produce entirely new effects, but rather amplified or generalized attitudes, philosophies, and practices that had existed in the school. The questionnaire and observation form are appended. (Contains 12 references.) (JDD)