For the 1992-93 school year, the Indiana Department of Education awarded planning grants to 10 school corporations and special education cooperatives which applied to be Inclusion School Pilot Sites. Funding was provided for activities related to planning and becoming more inclusive. Visits and interviews at the sites led to conclusions about positive elements to include in planning, from the perspectives of teachers, administrators, parents, and student participants. The interviews addressed: proportions of students with disabilities, mission statement for the school, faculty participation in the planning project, professional development experiences, collaboration and teaming, special education teacher's schedule for collaboration, team communication, homeroom assignments for students, opportunities for student-student interactions, extracurricular participation, and social networks. The schools involved found that the decision to initiate change, and subsequent decisions about how to create it, must come from the local building level. Individuals must feel that they have power to determine changes which will impact their classrooms. Time must be taken to engage in essential planning--to get ideas flowing, allow for false leads, and try again. Two "prized" activities in the planning process were visitations to existing inclusive schools and time for local planning team meetings. A copy of the interview guide is appended. (Contains 21 references.) (JDD)