This report describes the legal and scientific basis for an inclusive versus segregated education, summarizes national patterns for educating students with disabilities in general education classes, examines federal and state guidance, and state compliance with federal mandates, and describes effective educational practices for reducing segregation. Input from stakeholders was collected to provide an accurate and current picture of what is experienced by educators, families, and children with disabilities. As part of the research, the following global research questions were explored: (1) To what extent are students with disabilities participating in, and being removed from, general education opportunities with peers without disabilities? (2) What is the Federal Government response to states that are segregating students with disabilities? and (3) What are the evidence-based practices that schools, districts, and states should implement to include students with disabilities in general education and minimize unnecessary removal? To address these questions, the National Council on Disability (NCD) research team conducted a mixed-methods study gathering stakeholder perspectives, as well as policy and quantitative information. With this information, the authors describe experiences for these populations of students, identify any potential gaps in services, policy, and research, and make recommendations particularly as they relate to the placement and participation of students with disabilities in general education.