This packet of materials describes the experience of personnel at Poultney (Vermont) Elementary School in transitioning a student with multiple disabilities from a special day school into a regular third grade classroom. The materials outline pros and cons of the inclusion concept, requirements for inclusion to be successful, the collaborative teaming process, the mother's perspective, and a classmate's point of view. Guidelines are offered for completing an action plan for transition. Steps include: (1) identify planning team; (2) create a home-school partnership; (3) create and share forms that outline student strengths and needs; (4) identify potential classroom placements; (5) select initial classroom placement; (6) determine student's core teaching team and service coordinator; (7) identify existing available resources; (8) identify resources currently provided for the student and those anticipated for next year; (9) consider accessibility issues; (10) describe a typical week's schedule; (11) determine when individual goals/objectives might be addressed within the schedule; (12) develop daily schedule; (13) do lesson adaptations; (14) develop specific transition activities; (15) plan for peer power; (16) determine inservice needs; and (17) develop a system for planning team communication. (JDD)