For many students with disabilities, exclusion from the general education classroom is common. Educational agencies are required to follow the policies mandated by IDEA. Educators need to understand how to meet needs of students with disabilities and follow the legal mandates as equitably and effectively as possible. They are required to implement both: meeting student need, and legal mandates, without clarification of either concept. Ambiguity and uncertainty of the concept of inclusive practices often obstruct the most appropriate placement for students with disabilities which, in turn, impedes the ability of students to gain the most value from their educational experience. The purpose of this inquiry was to reveal commonalities among stakeholders in their perceptions about educational inclusion and inclusive practices within the state of Louisiana. The study surveyed administrators, teachers, policymakers, advocates, parents, and former students, across the state. This research set out to establish commonalities among instructional, organizational, and ideological perceptions that define inclusion. Three data collection instruments were used. These were The Attitudes Towards Teaching All Students (ATTAS-mm) instrument, the Parents Attitudes Toward Inclusion (PATI) scale, and Survey of Inclusion Services (SIS), a researcher-developed instrument. The omnibus survey was prepared for electronic distribution via Survey Monkey. A directed form of the survey was developed for the targeted groups.Findings from this study verified that educational inclusion is demanding and meeting the needs of the individual with a disability is difficult. A brief, one-sentence definition of educational inclusion is not comprehensive enough to cover the magnitude of the concept. Therefore, this researcher would propose a definition of inclusion that demands and employs the following inclusionary strategies that drive practice. (1) A student-centered communicative relationship must be established, where members feel valued, seen, and heard. An unfair advantage occurs when unvoiced concerns emerge unexpectedly, commonly to the detriment of the student, the team, and the relationship. (2) Attitudes must be positive, with a willingness to emphasize and accept the similarities of students with and without disabilities rather than the differences. Including students with disabilities in the Gen-ed classroom, based primarily on the need for socialization, or because of the label or exceptionality associated with the student is unfair to the student, peers, and the educator, often leading to an unintended inequality in the classroom. (3) A student-centered expectation of shared responsibility for all students, including those with disabilities, is mandatory. This expectation will encourage "relationships" that will foster improved access to equitable educational opportunities for all students. (4) Instruction must be student-centric. Student needs and requirements must be considered in the planning and delivery of content. (5) Developing positive relationships among all members involved in educating a student with a disability must remain a priority. All members should be supportive and supported as they work together for the common good of the child's education. (6) Student acceptance, not just tolerance, is key to producing well-adjusted, hard-working individuals. The student should know that they have value by how they are treated and accepted by others. (7) Decisions on the academic setting must target specific student needs and student tolerance for the academic environment. The student must benefit from his placement and feel that he belongs there. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]