Across the country, roughly one in five students with an IEP spend most of their time receiving individualized services and supports in a “self-contained” or “substantially separate” setting. And the COVID-19 pandemic has highlighted the importance of effectively serving students with disabilities – and exacerbated the inequities embedded in traditional models for doing so. For some of these students, a more inclusive learning environment is appropriate – but districts need to know which resources to use and how to target them strategically in order to implement inclusion models effectively.