Assessing Inclusion Opportunities for Students with Disabilities Across Ages: In-Service Educator PerceptionsAustin, Eliza inclusioneducationElementary and Early Childhood EducationB SInclusion for students with disabilities is an evolving educational principle that continues to require deeper investigation to support effective implementation. Teachers frequently report challenges in creating inclusive environments that meet the needs of all learners, highlighting the need to better understand how inclusion functions across different grade-level bands. Furthermore, success looks different for students depending on educational stages. This study sought to examine educator perceptions of inclusion from Early Childhood through Secondary education to identify discrepancies in feasibility as students age. Current educators who work with students with disabilities responded to a series of parallel questions about their experiences with inclusive practices at each educational level. It was hypothesized that teacher perceptions of inclusion would be more positive in the Elementary grades compared to Early Childhood, Middle, and Secondary settings. The study found that educators consistently supported the philosophy of inclusion but reported notable differences in confidence, challenges, and feasibility across grade levels. Ultimately, the study identifies ways to support teachers seeking to implement equitable, inclusive education across students’ entire educational career.Allison R Fleming, Thesis SupervisorAllison R Fleming, Thesis Honors AdvisorElizabeth Benedek-Wood, Faculty Readeropen_access2026-04-14T02:27:13Zhttps://honors.libraries.psu.edu/catalog/10062eaa5628