This summary report presents an integration of major findings on teachers' perceptions of working conditions, based on survey and interview data from about 375 special educators in six large urban districts. The report focuses on special educators' perceptions of administrative support at two levels--building and central office. Major findings concerning building-level support included the following issues related to the principal: lack of understanding of what teachers do in their classrooms; failure to recognize the significance of teachers' work challenges and accomplishments; limited assistance with specific problems; and reluctance to involve teachers in determining the shape of the school's special education programs. Teachers often reported that they do not feel fully included in their schools and receive limited assistance from principals in their efforts to integrate students. In regard to perceptions of central office support, most teachers formed perceptions about administrative priorities, not based on direct discussion with administrators, but rather on their interpretations of administrative decisions and/or actions taken over time. Misunderstanding was exacerbated by infrequent contact. Major conclusions included the following recommendations for administrators: (1) treat teachers like knowledgeable professionals; (2) focus on effective communication; and (3) provide assistance to teachers by helping them with their needs. Appended tables provide details of survey responses. (DB)