The National Center on Educational Restructuring and Inclusion (NCERI) has conducted a nationwide study to identify where inclusion programs are taking place. Chief state school officers identified local districts in which inclusive education was taking place. These districts were then contacted requesting further information and this document summarizes that information. The study found that inclusion programs are taking place across the country but usually in some, not all, schools in a district, grades, and involve some, not all, students with disabilities. Other findings included that no district requires inclusion for all students with disabilities, that students with all handicapping conditions are effectively included, that most inclusion programs are newly implemented, that there significantly fewer inclusive programs at the secondary level, and that comprehensive program evaluations of inclusion are limited. This report begins with a discussion of trends in educational restructuring and inclusion. It then provides a national perspective on special education with consideration of placement patterns, recent court decisions that support inclusion, parent and family attitudes, and responses from educational organizations. The third section addresses inclusion directly by providing a definition of the term, including factors necessary for restructuring and inclusion, models and classroom practices that support inclusion. Much of the report consists of the state-by-state reports which provide descriptions of programs in individual school districts. District listings by state complete the report. (Contains 16 references.) (DB)