The American education system systematically and persistently excludes students from the general education setting based on (dis)ability. Disproportionate segregation of students with Intellectual Disability (ID) is a form of prejudice that is acceptable today and allowable by current laws. Fully segregated education settings for students with ID are harmful to students with disabilities, to their neurotypical peers, and to civilized society as a whole (Andresen & Nord, 2020; Ballard & Dymond, 2018; C. Cole et al., 2004; S. M. Cole et al., 2020; Cosier et al., 2013; Dessemontet et al., 2012; Kleinert et al., 2015; Ryndak et al., 2010; Soukup et al., 2007; Ryndak et al., 1999; Vinodrao, 2016). For many students with ID, ableist systems, deficit thinking, and special education rules allow for segregated placements to persist, impacting their pathway to accessing the general education curriculum (Agran et al., 2020; Brock, 2018; Morningstar et al., 2017). Improving inclusive practices as a research-based practice for students with disabilities (Jackson et al., 2008) can lead to a decrease in segregated education, increase access to the general curriculum, and impact long-term outcomes for students with ID. This study examines the problem of segregated educational settings and how leaders in three Oregon school districts improve inclusive education by employing a multiple-case study. This study finds that aligned leadership, establishing a culture of inclusion, and intentional structures of support indirectly address ableism and influence the technical and adaptive shifts necessary to improve inclusive education for students with ID. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]