The purpose of this study was to develop a psychometrically sound instrument to measure teachers' attitudes toward students with special needs, the Scale of Teacher's Attitudes Toward Inclusion (STATIC). Approximately 1,440 inservice teachers were asked to complete the STATIC. There were 516 respondents from 5 school districts in Alabama. Various statistical analyses were performed with data including preliminary analyses for item homogeneity, item and scale analyses, Item Response Theory studies, and factor analyses. Reliability and validity studies suggested that it is possible to measure teacher attitudes toward inclusion as defined by the STATIC. Factor analyses identified four subscales called "Advantages and Disadvantages,""Professional Issues,""Philosophical Issues," and"Logistical Concerns." Implications from this large-scale analysis suggest the use of the STATIC to: (1) examine differences in teachers' attitudes toward students with special needs; (2) identify the relationship between teachers' attitudes toward inclusion and their attitudes toward disabled persons in general; (3) examine the effects of teacher's attitudes on performance of special education students; (4) guide placement decisions for special education students; (5) screen prospective teachers prior to employment; (6) shape teacher education programs; and (7) focus remediation diagnostically on specific dimensions of attitude requiring modification. (Contains 7 tables, 3 figures, and 48 references.) (Author/SLD)