In conjunction with Public Law 101-476, the Individuals with Disabilities Education Act, Head Start programs are committed to including children with disabilities as 10 percent of their student population. This study sought to determine the effects of training on Head Start providers' attitudes toward children with disabilities and their knowledge of motor development concepts. Child care provider groups (N=30) participating in the study were: 10 Head Start Director/Teacher (HSDT), 10 Head Start Assistant Teacher (HSAT), and 10 in a control group. Treatment for the Head Start groups consisted of workshops in inclusion and motor development. A posttest-only design was utilized. Following treatment/no treatment, childcare providers completed two instruments--the Mainstreaming Attitude Inventory for Day Care Providers and a motor development knowledge test designed to assess knowledge of concepts presented. For attitude and motor development knowledge data, mean scores in descending order were HSAT, HSDT, and control. Follow-up post hoc analyses revealed a significant difference between HSAT and control groups with attitudes toward children with disabilities and no significant differences among groups with knowledge of motor development. Descriptive statistics of attitude and motor development scores by group, results of Fisher's LSD Post-Hoc Test on Attitude Scores, samples of Mainstreaming Attitude Inventory for Day Care Providers, and Motor Development Knowledge Test are included. (Contains 15 references.) (LL)