The purpose of this study was to provide the elementary school teachers' perception to the contents related to disabilities in the textbooks with their independent variables such as sex, age, career, teacher's educational background, experiences of inclusion and experiences of in-service training in special education. The subject of study were 140 teachers in five elementary schools in D city and the proper response were 133. The chosen survey tool for this study was included questions on the 10 contexts that were directly related to disabilities in the textbooks of 3rd, 4th, 5th and 6th grade in Reading, Social Studies and Ethics. This study was analyzed by each group's average and the ANOVA. The results are following. First, teachers with under five years educational experience and over 20 years experience are shown the high appreciation on disabilities. Second, the experienced teachers of inclusion was higher in perception than unexperienced teachers on disabilities. Specially, teachers with under one year had high perception on disabilities. Third, teachers in fifties showed high perception on disabilities. Fourth, there was no difference among teacher's educational background. Fifth, the distinction of gender and experiences of in-service training in special education did not show any difference. Based on this analysis, it suggests that we need more details and various contexts and subjects to generalize the results. For the better inclusion through improvement of perception toward disabilities in the textbooks, it must be needed to provide experience of inclusion and in-service training of special education.