This paper reviews the literature on inclusion of children with emotional and behavioral disorders in regular education classrooms and proposes implementation of an inclusion program at one elementary school in Texas. The literature review covers the following aspects of inclusion: teacher selection and their expectations, professional collaboration, effective teaching behaviors, positive classroom environments, cooperative learning, and reintegration factors (strategies for inclusion). Recommendations are then offered for a proposed program to include emotionally disturbed and behaviorally disordered students in regular second and third grades. These cover the specific school's needs, its location, program participants (12 male students with emotional/behavioral disorders), rationale, and support service. Recommendations for specific project implementation cover selection of regular education teachers, peer-tutoring, parental involvement, techniques for collaborative teaching, and involvement of the "care team." Also discussed are the social skills curriculum, project evaluation, current and planned personnel, and anticipated expenditures. (Contains 49 references.) (DB)