Inclusive education is "a process that helps overcome barriers" to presence, participation, and achievement in school (UNESCO, 2017, p. 7) for all youth, including students who have been historically marginalized and students with disabilities. For youth with disabilities specifically, inclusive education is the provision of necessary special education services and supports as Congress intended, as described in the Individuals with Disabilities Education Improvement Act (2004). When schools engage in the process of inclusive education, students are not required to leave their peers to receive specialized instructional strategies or services. Research-based strategies for implementing effective inclusive educational practices are emerging (McLeskey et al., 2017). These include ecological assessment, curricular supports (i.e., accommodations and modifications), embedded instruction, and standards-based instruction focused on prioritized skills. Ensuring that students with disabilities have access to, and make progress in, the general education curriculum requires educators to identify strategies to make that curriculum both accessible and meaningful. The participation plans described in this article integrate a variety of research-based strategies into one process aimed at accomplishing this task. Together, educators can use these plans to develop effective instructional strategies for youth with disabilities in general education classrooms.