During the 1980s Canadian teachers' associations became deeply immersed in the reform movement that called for the inclusion of students with special needs into general classrooms. Associations raised issues surrounding inclusive schooling, particularly in regard to the conditions of teaching and learning. As inclusion evolved into a dominant paradigm for schooling, the associations assumed more positive and conciliatory stances. To illustrate the manner in which Canadian teachers' associations confronted the inclusive schooling policy, this paper discusses common overlapping elements found in their collective dialogue surrounding three major themes--implementation, funding and supports, and professional development. It considers initial association responses and gradual shifts in stances by many associations as they increasingly supported inclusive schooling and assimilated its concepts under the banners of teacher professionalism and social justice. (Contains 1 footnote.)