These recommendations concerning the integration of students with and without disabilities in public schools begin with an operational definition of integration and a list of general parameters guiding successful integration. Recommendations are then offered in several areas, including: (1) training, which should be systematic, comprehensive, inclusive, multi-modal, and professional; (2) staff, who should have critical collaborative planning skills and skills in utilizing various service delivery models based on students' individual needs; (3) class size, which should be flexible based on students' needs and with consideration given to optimal proportions of students with and without disabilities; (4) curriculum, with modifications designed to meet individual needs and to facilitate integration of all students; and (5) a phase-in plan for systematically increased inclusion of students into general educational programs at all levels and in all schools. The paper concludes that successful integration requires multi-level restructuring, a commitment to share responsibility between general and special educators, and viewing the child as a part of a community. (JDD)