This report describes a study which identified concerns and questions of general and special educators about inclusion and effective strategies for operating a successful inclusion model. Seven pairs of special and general educators in elementary and middle schools comprised the primary study group. Study group pairs interviewed their faculties about their concerns relating to emergent themes: (1) teacher relationships; (2) instruction and student assessment; (3) planning and scheduling; (4) families and the community; (5) students; (6) administrators; and (7) laws, policies, and procedures. This report offers an operational definition of inclusion and provides historical background for the inclusion movement, descriptions of inclusion delivery models, and components necessary for success. Concerns and strategies in each of the seven areas are presented in a question/answer format. Recommendations are divided into those for inclusion implementors and those for policymakers. Also included are a glossary, a bibliography, and four appendices. Appendices include frequently asked questions about the Individuals with Disabilities Education Act, the study group reflections and recommendations form, the roles and responsibilities form, and a collaborative teaching instructional plan form. (Contains about 200 references.) (DB)