This study surveyed special education teachers teaching eighth and ninth grade students in 27 Minnesota school districts to determine how decisions were made on the inclusion of children with disabilities in the 1997 administration of Minnesota's Basic Standards Test and what accommodations were provided and desired. Analysis of the 259 responses found 67 percent indicated that IEP (Individualized Education Program) teams were making the participation decisions and an equal percentage reported that they considered the decision-making process adequate. Concerning the influence of specific factors on the decision, the two most influential factors were severity of the student's disability and stress on the child. Accommodations used most often were timing/scheduling and setting accommodations, particularly allowing extended time, small group administration, separate room administration, and frequent breaks. The most frequent presentation accommodation was repeating directions and the most frequent response accommodation was allowing answering in the test booklet. Teachers also identified potentially useful instructional strategies or supports currently used in their classrooms which could be beneficial as testing accommodations. These included reducing the number of items, highlighting key points, giving the students models of correctly completed work, interpretation of directions, and extending sessions over several days. The survey form is appended. (DB)