This study examined the impact of 3 years of full inclusion of students with severe disabilities in a Lansing (Michigan) high school. Teacher and parent surveys as well as observations of student interactions and classrooms were used to evaluate inclusion of seven students with low-incidence disabilities (autistic impairment, trainable mental impairment, severe mental impairment, and severe multiple impairments). In general, parents reported positive changes in family life with increased interactions with family friends and neighbors, decreased behavioral problems, but increased parenting stress. Both special and general education teachers reported that information sharing, development of instructional materials, and support from consultants and paraprofessions were effective. Similarly, both groups of educators reported that in-service programs, staff development activities, and technical assistance from the district were ineffective. Parents and teachers agreed that students' in-school opportunities for interaction with nondisabled students were enhanced in the inclusive setting. Observation of classrooms found interactions between included students and nondisabled peers to be overwhelmingly accepting. Classroom observations also indicated that paraprofessionals assisted the included students in understanding directions but tended to dominate the student's interactions. Implications for improved staff development in the future are discussed. (Contains 13 references.) (DB)