This study examined the meaning of inclusion to different stakeholder groups and implications for the identification of effective educational practices for students with disabilities. Twenty individuals involved in inclusive education in urban and suburban settings were interviewed, including regular education teachers, special education teachers, teacher aides, parents, a student, school psychologists, and a pediatrician. Interviewees were asked to focus on a child who had been successfully included. Analysis of the interviews identified major themes. For educational professionals, these themes included programmatic issues, volunteerism, teacher attitude, and negotiation among school personnel. Parents saw inclusion as the "gateway" to real world experiences and social development. The student also focused on peer relationships. The school psychologist focused on the issue of measuring educational outcomes and the pediatrician stressed the need for functional outcomes to increase personal independence. An attached table cites examples of educators' and parents' attitudes on peer assistance, resources, individualized programming, professional collaboration, attitudes, and inclusion goals. (DB)