This book is a kind of status report on what inclusive education has achieved and what it may achieve in the future for children and youth with disabilities. It describes the philosophical, legal, and practical terrain covered by inclusion policy in general and inclusive schooling in particular. Contributors assess inclusion policy and suggest ways to reconceptualize it, bringing to their data analysis a depth of experience and knowledge about public schooling in their respective countries. This volume is based on original papers presented by the contributing authors in October 1997 at the Rutgers Invitational Symposium on Education on Inclusive Schooling; National and International Perspectives.