This bulletin details the findings of a 1995 study involving 891 school districts in all 50 states that examined key factors of inclusive education practices. Findings indicate: (1) there is no single or even general pattern of initiation of inclusive education programs in local school districts; (2) as states and school districts engage in broad educational restructuring, inclusion programs are implicated; (3) students with all disabilities, at all levels of severity, are effectively involved in inclusion programs; (4) many staffing models are used by school districts to support inclusive education with co-teaching most frequently used; (5) teacher attitudes about inclusive education range from being the initiators of inclusion programs to opposition; (6) instructional strategies and classroom practices that support inclusive education for the most part are the same ones that teachers believe are effective for students in general; (7) there is the same level of parental involvement when inclusive education programs are implemented; (8) there are academic, behavioral, and social benefits for students in inclusive environments; and (9) current state funding formulas support segregation and inhibit inclusion. Statements are provided from individual school districts to support each of the findings and recommendations for furthering inclusive education are presented. (CR)