T he practice of including students with disabilities in general education classrooms has been gaining momentum for more than 15 years (Andrews, et al., 2000; U.S. Department of Education [USDE], 2000;Will, 1986). During this time, many complex philosophical, legal, and educational issues have been raised for schools, courts, and society as a whole. Lack of satisfactory academic performance by students with disabilities, combined with growing demands for social equity and civil rights, increas-ing identification of students requiring services, and ballooning costs of special education, prompted a radical reconsideration of the special education delivery system of the mid-1980s (Kavale & Forness, 2000Will, 1986). Since that time, increasing numbers of students with disabilities have been educated within the context of general education (McLeskey, Henry, & Axelrod, 1999; USDE, 2000).Two major issues have surfaced: the efficacy of the continuum model and the use of inclusive education to address shortcomings of the contin-203

Current political polarization and competing priorities complicate development of sound education policy. Particularly troubling is the disconnect between research and policy, as decision makers rely more on the work of think tanks and advocacy groups than the knowledge base of the profession. The mismatch between higher education and policy cultures is examined in terms of pace, career cycles, communication styles, information sources, and other factors. Implications for the scholarly community are discussed within a policy process framework with specific examples of effective advocacy. Recommendations include partnerships with strategic allies to gain resources and credibility, use of new communication styles and media, and preparation of leadership personnel for policy engagement.

This article describes the rationale and strategies for establishing community support and a sense of belonging for diverse students in inclusive settings. Techniques for creating community, friendship activities, peer supports, and disability awareness are discussed in the context of providing a network of supports to meet a variety of needs. This student support network includes schoolwide, academic, social/emotional, student-to-student, and community-school supports and is designed to provide opportunities for all students to contribute as well as to receive support needed for success in inclusive programs.

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