This paper describes the development and establishment of an inclusive education program on a junior high school campus. Although this is the documentation of secondary programming, with an emphasis on severe disabilities, these "phases" can be generalized to other program areas and levels of education. During phase I, a functional, community-based curriculum was delivered to students with severe disabilities at a special school site. Gradual integration for recess, lunch, and assemblies was implemented. During phase II students with severe disabilities were assigned to regular classes and community instruction with appropriate support. The third phase involved a refocusing so that all special education program areas are addressed within the framework of inclusion. A checklist suggests indicators for the three phases of the inclusive school process. Attached are handouts and visual materials to accompany the presentation of this paper. (DB)