This issue brief offers principles and guidelines for evaluating educational policies on the inclusion of students with disabilities in general education settings. Special education's development into an increasingly separate system since 1975 is noted, as is the continuing influence of policies that segregate students by disability. The brief proposes a framework for a standards-based, system-wide reform. Six major policy goals are discussed: (1) curriculum (use of the same student standards for all students); (2) assessment (provision of testing accommodations, adaptations, and alternative assessments when needed); (3) accountability (inclusion of all students' achievement data in assessment data); (4) professional development (requirements for training in adapting instruction and curriculum); (5) funding (linking of various streams of education funding); and (6) governance (uniting of lines of authority and administrative structures so leaders feel responsible for all students). Specific questions are suggested for policy makers and practitioners at both the state and school district levels concerning each of these six areas. A table summarizes the framework, including both general policy goals and inclusive policy objectives, and criteria for each of the six areas. (DB)