The goal of this practicum was to have building-based special education personnel support classroom teachers so that mildly disabled elementary students in an inner city school could be included in the classroom successfully. Through inservice education sessions, the staff were provided with current information on facilitating the inclusion of mildly disabled students, and then staff collaborated to develop solution strategies appropriate to their setting. A collaborative school-wide restructuring of support services was implemented, altering special education support from three separate, vertical programs to three horizontal support teams responsive to the needs of the classroom teachers in each team. Special and general educators worked together to address students' academic needs. At the completion of implementation, all target students were receiving individual or small group instruction for a minimum of 90 minutes daily. Nine of 10 teachers were "very satisfied" or "satisfied" with the new service delivery model and wished to continue with the model. Appendices provide copies of questionnaires and administrative materials. (Contains approximately 70 references.) (JDD)