The purpose of this study was to investigate strategies for educational inclusion of students with disabilities in special classes. Teacher collaboration is the most important factor for successful educational integration of students with disabilities. Various collaborative structures for facilitating the merger between general and special education include collaborative exchange, collaborative modeling, collaborative coaching, collaborative supervision, and collaborative mentoring. Classroom teachers need support to provide effective instruction for all students in integrated general education classes: (a) financial, informational, and human resource support, (b) moral support, (c) technical support, and (d) evaluative support. Strategies for educational inclusion of students with disabilities include curricular modification, various instructional approach (e.g., peer tutoring, cooperative learning, cooperative teaching), modification of instructional materials, and evaluation of student performance from various perspectives. The physical integration of students with disabilities into general education settings does not guarantee the quality of educational practices for them. To address this problem, a number of researchers recently have emphasized the need to evaluate integrated general education programs, arguing that students with disabilities in integrated educational settings should not be victimized by ineffective educational practices. Evaluations of integrated general education programs can be classified into three types. The first type of evaluation of integrated programs focuses on student outcomes, such as self-concept, academic achievement, or social skills. The second type of evaluation of integrated programs focuses on teacher attitudes or perceptions regarding integration of students with disabilities into general education settings. The last type of evaluation of integrated programs focuses on the instructional practices used in integrated general education classes. Instructional strategies that facilitate inclusion of students with disabilities in general education classes include classroom management procedures, teaching procedures, instructional feedback procedures, evaluating procedures, and instructional grouping procedures.