This short report--part of a collection of 54 papers from the 48th annual conference of the Education Law Association held in November 2002--discusses implementation of inclusion policy. Specifically, it reports on a study of administrative strategies and organizational processes that promote policy implementation and achievement of the objectives of the Education of the Handicapped Act and the Individuals with Disabilities Education Act. The study drew on the literature regarding leadership and policy implementation, and a survey of 153 regular and special education teachers in 60 school districts in 2 Midwestern states. Following are some of the findings from the research: (1) A large proportion of the administrative strategies studied were rated as either very or extremely important in promoting regular classroom inclusion. (2) A relatively small proportion of the strategies were actually implemented. (3) Most of the strategies perceived as important involved changes in administrative behavior or processes rather than a commitment of financial resources. (4) Rather than focusing on the highly individualized nature of service provision associated with ensuring an education to all students, effective administrators sought to link the satisfaction of individual needs to broader organizational goals and processes for achieving them. (Contains 36 references.) (WFA)