This brief review of principles of inclusive educational practices for students with disabilities explains what inclusion is, identifies characteristics of inclusive schools, considers preparation for inclusive schooling, and addresses inclusion policy. Inclusion is seen as reflecting the intent of federal law that children with disabilities be educated with their nondisabled peers in the least restrictive environment. Characteristics of inclusive schools include: (1) a sense of community; (2) a common vision; (3) problem solving teams; (4) parents, teachers, paraprofessionals, and community members as partners; (5) students as problem solvers; (6) use of a common language; (7) time for planning; (8) bringing services to the student; (9) flexible scheduling; and (10) co-teaching. Communities committed to implementing inclusive schools should focus on staff development, informing parents, and flexibility in learning environments. The consensus among key associations and councils is supportive of inclusion but stresses the necessity for the provision of appropriate support services. (Contains 16 references.) (DB)