This study surveyed educators in 30 school districts in Eastern Kentucky to examine the extent to which a grassroots movement toward inclusive schooling is developing, as well as teacher attitudes toward the Kentucky Education Reform Act (KERA) of 1990. Of the 3,393 questionnaires distributed, 651 were returned from 65 (of 178) schools. Generally speaking, teachers were divided in their assessment of the effectiveness of KERA reforms and also divided on their attitudes toward inclusion. Almost 81 percent reported that they have students with disabilities in their classrooms. Only 28 percent of these students spend the entire day with their peers and over 56 percent spend an hour or more each day out of the mainstream setting. Regular educators consistently reported lacking a close collaborative working relationship with special educators and that the dominant model for special education delivery continues to be a pull out or resource room approach. Many recommended practices appear to be implemented merely because "the state says we need to do this." The study finds the "mainstreaming" model rather than the "inclusive schools" model still dominates in Eastern Kentucky schools. Ten recommendations focus on nurturing the development of inclusive school communities, and the need for individuals and organizations to work for implementation of the recommendations. The survey instrument is appended. (Contains 24 references.) (DB)