This paper presents principles for inclusion of students with disabilities in regular education classrooms, organized around the following aspects: inclusion versus mainstreaming, service delivery, planning and curriculum development, best practices, and training. Among the principles discussed are: students are members of age-appropriate general education classrooms; students move with peers to subsequent grades; disability type or severity does not preclude involvement in inclusive classrooms; the staff-to-student ratio for itinerant special education teachers is equivalent to that in a special class; special education students are considered a part of the total class count for class size purposes; there is coordination with school restructuring at the district and site level and commitment to inclusion by the school administration; there is close collaboration between special and general education teachers; supplemental instructional services are provided through a transdisciplinary team approach; regularly scheduled collaborative planning meetings are held with all concerned; transition planning is engaged in at all levels; effective instructional practices are supported; general ability awareness training is provided to staff, students, and parents; and adequate training and staff development are provided. (Contains 37 references.) (DB)