This final report describes the PEERS (Providing Education for Everyone in Regular Schools) Project, a 5-year collaborative systems change project in California to facilitate the integration of students with severe disabilities who were previously served at special centers into services at regular schools and the integration of students in special classes in regular schools into general education. The project resulted in more than 3,000 students with severe disabilities making the transition from special centers to age-appropriate regular school sites and/or general education classrooms. Other project outcomes included: (1) development and dissemination of 17 products; (2) training and technical assistance to a total of 450 local education agencies (LEAs); and (3) revision of pupil count and compliance review procedures to obtain better integration data. Sixteen appendices include the following items, among others: the PEERS Integration/Inclusion Needs Assessment; a sample LEA plan; PEERS implementation site criteria for inclusive programs; the PEERS consultant bank; and preservice course syllabi. Appendices also include the following papers or articles: "Effective Practices for Inclusive Programs: A Technical Assistance Planning Guide" (M. Simon et al.); "Systems Change: A Review of Effective Practices" (T. Karasoff et al.); "Curriculum Adaptation for Inclusive Classrooms" (T. Neary et al.); "PEERS Guidelines for Full Inclusion" (T. Neary et al.); "Parent Perceptions of Integration Transitions" (M. F. Hanline and A. T. Halvorsen); "Integration of Students with Severe and Profound Disabilities: A Review of Research" (A. Halvorsen and N. Sailor); and "The Elementary School Principal's Role in the Education of Students with Severe Disabilities" (G. Smith). (DB)