This document presents excerpts from position statements and resolutions of 15 U.S. and Canadian national associations on the inclusion of students with disabilities in the regular classroom and funding to support inclusion. Analysis of the position statements indicates the organizations' support for the inclusion of exceptional children in the least restrictive environment as currently stipulated in the Individuals with Disabilities Education Act regulations. Twelve associations support a full continuum of services, and three support full inclusion. The position of the three associations that support full inclusion is that all children with disabilities should be educated in the regular classroom, where they should receive any additional supports and services needed through collaboration of teachers, parents, and special services providers. Twelve associations support inclusion of children with disabilities in the regular classroom to the degree that it benefits the child and that the child is able to receive appropriate services there. However, they find many children with disabilities cannot have their needs met in this setting. Three tables provide further detail on the positions of the associations. The appendix contains position statements on inclusion from 14 associations. (SW)