The authors examined the effects of an intensive onsite technical assistance (IOTA) model on the inclusive practices of special educators. Three special educators received technical assistance that included performance assessments, workshops on inclusive practices, and intensive onsite follow-up support. Inclusive practices were measured using direct observations and interviews to document (a) the use of informal assessment, (b) development and implementation of quality individualized education plans, and (c) access to the general education curriculum. These results showed that the IOTA model was effective in improving the inclusive practices of special educators and the quality of instruction received by students. These findings offer an empirically validated approach to delivering technical assistance to improve the inclusive teaching practices of special educators. (Contains 2 tables and 4 figures.)