This final report of the School Building Models for Educating Children with Disabilities in the Regular Education Environment project provides a conceptual framework and describes the problem solving-planning process which links school-wide collaboration, individual professional development, and inclusionary practices with shared responsibility for all students. The report discusses the research approach of the project including the five principal project phases (pre-intervention, intervention, technical assistance, data collection, and data analysis). It presents three case studies which describe the problem solving-planning process in action and the effects that the process had on inclusionary practices in the four participating schools, two elementary and two secondary. The report concludes with project findings and related recommendations for encouraging inclusionary practices in the regular classroom. The principal findings of the project include: the problem solving-planning process was effective in creating change in the schools; the process was adaptable to a variety of elementary and secondary settings; teachers increased their voice in determining how all students would learn in their schools; and teachers increased their peer leadership and teaming skills and sharing of professional expertise. The report emphasizes that the process of change takes time. Appendixes contain survey forms, a conference paper by Pamela J. Kay and others titled "Involving Special Educators in School Reform: The Development of Peer Leadership," and a conference paper by Amy V. Mellencamp titled "Making Connections through Voice: Teacher Receptivity to Change." (Contains approximately 85 references.) (JDD)