Recent provincial educational policy in British Columbia (Canada) supports inclusion of special needs children in the regular classroom and a philosophy of individualized education for every child. These policies have considerable impact on teachers in isolated rural schools. A survey of 32 teachers and 100 student teachers in rural elementary schools solicited ratings of the importance of 46 factors affecting integration of children with special needs into a rural classroom. Respondents rated every factor as important or very important. Experienced teachers were most concerned about the extent of funding for special needs students, availability of teaching assistants and other forms of support, and methods used to identify special needs children. Student teachers were most concerned about support services and personnel and the adequacy of preservice and inservice training in aspects of special education. A chart compares geographic, climactic, and population features of British Columbia and Vermont. Appendices contain a map and profiles of six small rural schools in British Columbia. (SV)