This theme issue reports on a national survey to identify inclusive education programs for students with disabilities. First, chief state school officers were surveyed to identify local school districts where inclusion activities were taking place, including information about policy, funding, and evaluation. Next, districts identified were contacted and asked for information concerning their programs, including the sources of its initiation, the number and disabling conditions of the students involved, the nature of the inclusion program, changes in classroom practices and curriculum, consequences for staffing and school organization, parental involvement, evaluation activities undertaken, and materials developed. Preliminary findings indicate that inclusion programs are taking place in many both urban and rural districts in many states, that they are being initiated by various agents, that there is an emerging network of individuals and organizations involved, and that there is now a wide variety of materials on inclusive educational practices available. Seven factors necessary for restructuring and inclusion are identified: (1) visionary leadership, (2) collaboration, (3) refocussed use of assessment, (4) supports for staff and students, (5) funding, (6) effective parental involvement, and (7) models and classroom practices that support inclusion. A definition of inclusive education is also provided. (DB)