Informal science education (ISE) experiences can provide powerful opportunities for people with disabilities to experience and learn about science. When designed to be inclusive, such experiences can lead people with disabilities to feel competent and empowered as science learners, generate excitement and enthusiasm for science, and be equitable learning experiences that promote learning for all. When such design considerations are not taken into account, however, the result can be feelings of disempowerment, frustration, discomfort, and alienation from science. This executive summary provides a summary of the investigations and inquiries of the Center for the Advancement of Informal Science Education Access Inquiry Group (CAISE AIG), which was commissioned in 2008 to survey the ISE field in order to answer the following questions: (1) In what ways has the ISE field worked to include people with disabilities in informal science learning?; and (2) What does prior work tell us about actions that should be taken in the future? The group explored current practices of ISE professionals that promote the inclusion of people with disabilities in informal science learning and then developed a framework for refining future practices. The resulting report is intended for funders of informal science learning programs, future proposal writers, peer reviewers, evaluators, and professionals who design and implement ISE programs, exhibits, and technologies. It also addresses the multiple venues through which informal science experiences are provided, including science museums, youth and community programs, and media and technology. [For the full report, "Inclusion, Disabilities, and Informal Science Learning. A CAISE Inquiry Group Report," see ED536422.]