Inclusive education policy is coming under sharper examination as mainstream placement for students with disabilities rises. A new U.S. Government Accountability Office report found the share of students with disabilities spending at least 40% of their school day in general education classes increased about 25% between 2012–13 and 2023–24. Experts and advocates responding to the report argue that increased time in general education does not automatically equal genuine inclusion. They warn mainstreaming requires adequate staffing, paraeducators, and support services so students can succeed in standard coursework. The GAO director emphasized resources as the limiting factor, while reporting also indicates state-by-state variation tied to funding and staffing constraints. For institutions that support K-12 transition pipelines and special education partnerships, the coverage highlights a demand for stronger alignment between placement policies and service capacity.