The focus of this study was a parent-teacher collaborative teaming model in which knowledge and practice of designing and implementing supports was based on a dynamic and creative interaction of people committed to the inclusion of a child with disabilities in a general education setting. The effectiveness of the teaming model on the academic and social participation of three focus students was evaluated through behavioural observations and team interviews. Outcomes suggest that implementation of the plans of supports was associated with increases in engagement in classroom activities, social interactions with peers, student-initiated interactions, and academic skills. Team members evaluated the collaborative teaming process as effective, unifying, creative, clear, and practical. (Contains 1 table and 3 figures.)