This review analyzes the impact of the traditional school reform model on students who are "at-risk" and disabled. Several goals of current reform initiatives are felt to be exclusionary, such as specifying national or state goals for student achievement, establishing rigid graduation requirements, and relieving schools from "burdensome regulations." Advocates for persons with disabilities, both parents and professionals, must shape school reform in a way that will meet the needs of all students. An inclusionary model of school reform is proposed which is intended to provide a positive educational experience leading to productive lives for all students. The inclusionary approach stresses acceptance of the value of each student regardless of academic ability, social behavior, race, class, or any other label. The model calls for effective instruction, effective schools, exit criteria that reinforce productive school learning, curriculum alternatives, and building-based leadership. The focus of special educators on the narrow issue of least restrictive environment as opposed to the broader issue of school reform is discussed. Approaches to teacher preparation are presented that are based on the inclusionary model of school reform. Includes 35 references. (JDD)