This guide looks at implementation of principles of inclusive schools from the perspectives of parents, teachers, district and school administrators, and policymakers and is based on data from interviews, surveys, and focus groups. Each perspective is represented in a different chapter of the report, with implications or recommendations for the various stakeholders. An introductory chapter briefly reviews the history of educational services for children with disabilities as well as the impetus behind inclusion efforts, a general description of inclusive schooling, and the problem of overidentification of children of color in the current special education system. A chapter on district-wide planning, policies, and administration for inclusion focuses on the roles of local school districts and Boards of Education. Emphasis is on planning for inclusion, different methods of implementation, and communicating with parents, the community, and teachers. Chapter 3 focuses on the teacher's role in planning and preparing for inclusion, teacher training, and making inclusion work in the classroom. The last chapter addresses the family's role in creating inclusive schools especially in leadership, planning, and constant communication with school officials. (Contains 52 references.) (DB)