A survey examined the perceptions of parents and staff concerning the services provided to students (N=1,492) at 29 special education schools in New Zealand. Respondents were also asked to comment upon the possibility of including these students within regular school settings. Information was also collected regarding the demographic, ethnic, and socio-economic characteristics of the students; the medical definition and presumed etiology of their conditions; and their prior educational history. Seventy percent of the student sample attended schools for students with intellectual disabilities (implying mental retardation in the moderate to severe range.) The great majority of students also experienced additional disabilities. Responses were received from 1,073 parents and 469 teachers. Parental satisfaction with the type of curriculum offered by the schools was high and there was congruence between what parents and teaching staff viewed as appropriate curriculum. Parental satisfaction with teaching quality was also high. Parental attitudes toward the inclusion of their child in regular schools were generally negative, with many parents citing previously unsuccessful attempts at inclusion as the reason. Many teachers in special schools were positively inclined towards the concept of inclusion-integration, but only if appropriate support services were provided. (DB)