Although research demonstrates the positive impact that inclusive environments have on academic and post-school outcomes for students with intellectual disability, this population of students continues to experience wide variability in access to general education environments. For example, in New York, the variation of placement of students with intellectual disability in inclusive environments ranges from 0% to 90%, with a statewide average of 5.6%. In order to explore factors impacting this variability, the researchers conducted a survey of how district special education directors in NYS interpret and implement federal and state education policies that govern the educational environments for students with intellectual disability. We will present results related to administrator characteristics, responsibilities, and barriers to and attitudes toward inclusive practices.