Inclusive education practices require people to work together to invent opportunities and solutions that maximize the learning experiences of all children. This chapter presents ways of planning, adapting, and implementing inclusive educational experiences for students of varying abilities. It is a how-to chapter that is based on the assumption that inclusive educational experiences are desirable for children with and without disabilities. As Giangreco and Putnam (1991) pointed out, when people use terms such as inclusion, they may mean different things. To assist readers to understand what we mean by inclusive education in this chapter, a five-point definition is presented in Table 1.