This paper describes the successful implementation of an inclusion program which placed students with mild disabilities in regular education classes in a rural Louisiana school system. A unique quality of this program is that it utilized only existing staff. Advantages and disadvantages of such a program and the seven-step program development and implementation process are itemized. A brief teacher survey to determine attitudes toward students with disabilities is included. Also outlined are criteria for student selection; criteria for student performance; an example of an individualized education program (IEP) objective; an example of an IEP goal; and job responsibilities of the special education teacher, the paraprofessional, and the general education teacher. The program has served 17 students in its first year of operation. Substantial academic and social progress was observed by the end of the school year, parental support had increased, and more general education teachers wanted to be involved in the inclusion program. An attached form identifies both mandated and recommended instructional modifications. Also attached is a handbook of instructional modifications used in the program. Modifications address assignments, content, tests, instructional activities for different learning styles, alternatives to written reports, alternative approaches to student grading, notebook organization, color-coding textbooks and assignments, and peer tutors. (Contains 10 references.) (DB)