A survey of 419 Kentucky regular public schools was conducted to investigate how special education services are presently delivered to children with disabilities in the context of the statewide educational reform movement. The study examined: (1) how many regular public schools in Kentucky are practicing full inclusion; (2) how full inclusion and inclusion are being practiced in Kentucky regular public schools in the context of the reform movement; (3) what changes are occurring in the special education field in the same context; and (4) what differences can be found between urban and rural schools in their special education service delivery systems. Results found that approximately 80 percent of the schools practice inclusion, and 20 percent apply full inclusion. The survey also found that lack of special instructional materials and supplementary aides in regular classrooms are problems in many Kentucky regular schools. Teachers were not adequately prepared to work in inclusive settings, and special and regular education teachers do not know their roles in full inclusion. Both rural and urban regular schools faced these problems. (Contains 41 references.) (CR)