This study investigated attitudes concerning inclusive education among teachers and building administrators (principals and vice principals) in Ohio. Sixteen grants were awarded to educators in 28 public schools to support their efforts in conceptualizing and implementing inclusive education. Inclusive education was defined as any educational situation in which both students with disabilities and students without disabilities are educated within the same classroom or environment. Building administrators and teachers involved in the grant projects agreed, as a condition of the award, to complete a survey questionnaire, first in the spring of 1994 and then again during the spring of 1995. Findings from the surveys indicated that building administrators and teachers perceived the 10 principles of inclusion addressed in the survey to be critically important and that they believed themselves to be functioning well in relation to these principles, with no significant differences between 1994 and 1995 data. The 10 principles relate to responsibility for student learning regardless of that student's learning rate; communication with inclusive education stakeholders, parents, and colleagues; daily instructional functioning in inclusive settings; appropriate support for inclusive classrooms; an understanding of the inclusion process; and appropriate inservice to implement inclusion. (Data tables comprise half the document.) (ND)