This monograph examines issues related to the inclusion of students with disabilities as part of an ongoing study of Success for All (SFA), a popular reform model for improving student reading performance. An executive summary identifies four lessons resulting from interviews with principals, teachers, and related staff in four SFA schools. These include: (1) the process by which schools select a reform model can be crucial to ensuring the inclusion of students with disabilities; (2) including all students in the reform necessitates changes in the basic organization of the school; (3) applying new curriculum and instruction in the classroom can be challenging for both general and special education teachers; and (4) when whole school reform is successful, it becomes integral to the vision, organization, and culture of the school. Individual sections of the report examine: reform implementation in SFA schools; the relationship between schools and model developers; making changes to the school structure; determining what goes on in the classroom; and creating an integrated reform. (DB)