The purpose of this chapter is to identify and describe the current state of inclusive practices in terms of service delivery for speech language pathologists (SLP) and to identify administrative responsibilities in supporting inclusive practices. Identifying and describing effective practices of inclusion for students with disabilities is a challenging and complex task. This chapter begins by giving a brief historical overview of inclusive education, identifying the role of the speech pathologist in schools, identifying how SLPs work with families, teachers, and staff, research on effective administrative strategies in leading inclusive schools and supporting SLPs, describing inclusive education, choosing types of service delivery, models of inclusion, statistical facts, and conclusion.