This study evaluated 41 Ohio public school teachers' knowledge of inclusion through an achievement test format. The teachers were asked to identify statements related to inclusion of students with disabilities in regular classes as fact or myth. The mean score was 54.9 percent, leading to the conclusion that most educators are not adequately informed about inclusion. Responses to specific statements indicated that 63 percent of educators recognized that a statement that "the special educator would become an aid to the regular teacher" was a myth; 56 percent knew that the state does not mandate total inclusion; 71 percent realized that the success of the inclusion model is based on the strength of the school's attitude, flexibility, and collaboration efforts; and the need to vary the definition of the least restrictive environment for each child did not appear to be understood. The survey instrument is appended. (Contains 22 references.) (JDD)