||The purposes of this study were：（1）to explore regular teachers’ attitudes toward inclusion,（2）to investigate the desired of administrative supports, and（3）to obtain regular teachers’ classroom adaptations for students with disabilities. The research method depended on questionnaires. Subjects of this study were 286 junior high school regular teachers in Kaohsiung County. Data were analyzed and discussed by mean, standard deviation, t-test, and One-Way ANOVA. According to study results, the following conclusions were reached：|
1.Regular teachers had nearly neutral attitudes toward inclusive education. Results of the data revealed that gender, years of teaching, administrative position, and teaching subject were significantly related to cognition of inclusion.
2.Most of the regular teachers expressed the desired of administrative supports. Views toward the need of administrative supports were different according to teachers’ genders, teaching experiences, and teaching subjects.
3.Regular teachers seldom made classroom adaptations to accommodate students’ special needs. These adaptations were made significantly different depended on teachers’ different years of teaching, different special educational backgrounds, and different class types.