This policy brief reviews the data, research, and policy landscapes of the inclusion of children with disabilities in general learning settings, and provides a robust policy agenda to expand access to such opportunities. This is part of a broader effort launched in 2019 by the Children’s Equity Project and the Bipartisan Policy Center with support from the Heising Simons Foundation to better understand the equity data, research, and policy landscapes in learning systems across three key policy areas: discipline, inclusion, and dual language learning. (author abstract)