This study examined the perceptions of alienation among special and general education teachers and measured the level of alienation between special education teachers assigned to inclusion vs. self-contained/resource classrooms. Teachers (N=575, 395 general education teachers, 180 special education teachers) in grades K-12 from a metropolitan school district in South Central Texas were assessed with the Dean Alienation Scale to determine their perceptions of isolation, normlessness, and powerlessness within their school environment. Results indicated that special education teachers had significantly higher levels of alienation than general education teachers. In addition, there were no significant differences in alienation found between special education teachers assigned to inclusion classrooms and special education teachers assigned to resource or self-contained classrooms. Results suggest that the psycho-social benefits associated with inclusion of students with learning disabilities found in previous studies did not transfer to special education teachers. Findings are discussed in terms of a macrostructural framework to reduce the perceptions of alienation among special education teachers. (Contains 39 references.) (Author/DB)