This report is an outcome of the OSERS/OECD International Symposium on Inclusion and Professional Development held in Bethesda, Maryland, from September 24-26, 1998. The purpose of the symposium was to examine promising professional preparation practices that support the inclusion of students with disabilities in the general education curriculum. The following common understandings emerged: (1) better prepared teachers who are more adept at teaching all students will also be adept at inclusion; (2) impending change in schooling will require that general and special education teachers prepare to teach in collaborative teams; (3) demands on educators are shifting rapidly and causing distress, limiting their participation in reform efforts; (4) professional development to support inclusion must involve both pre-service and ongoing professional development; (5) general educators often feel unprepared and ill-equipped to include children with disabilities; (6) students with disabilities and their families must become full partners; (7) educational systems for students with disabilities must be coordinated with community services; (8) school-university partnerships hold the promise of simultaneous renewal; and (9) school-university partnerships have the potential to shift educators' thinking by requiring encounters among people with different roles. The report includes summaries of proceedings and essays on highlighted topics. (Essays include references.) (CR)