This chapter on inclusion of students with disabilities in general education is based on the following assumptions: students with disabilities should have the opportunity to participate in general education classes and activities with their nondisabled peers; supports can be provided that will enable all children in those settings to be successful; inclusive strategies enhance learning for all students; and students' special needs need not dominate teaching time. The chapter examines what is meant by "inclusion"; outlines benefits of inclusive programs for students with disabilities, typical students, and school staff; and notes potential pitfalls. Six steps in implementing inclusive aprograms are discussed: (1) form a representative planning group; (2) engage in consensual"visionizing"; (3) assess needs and determine priorities; (4) form school-level planning teams; (5) form individual student planning teams; and (6) implement recommended changes. Techniques are presented for addressing challenges that schools face during the implementation of inclusion. These challenges concern modifications in school organization, identifying and providing supports, modifications in teachers' roles, meaningful participation, inclusion across different age groups, community-based instructional programs, and integration of related services. The final section discusses how inclusive programs can be evaluated. Appendices list six videotapes on inclusion and other materials available from the Virginia Statewide Systems Change Project. (Contains approximately 65 references.) (JDD)