As teachers and schools move towards inclusive practices, inclusion specialists must have a vision of, and toolbox for, effective inclusive practices. This session presents research-based tools for implementing effective inclusive education using a three-stage model. Specific strategies will be shared for each stage, based on current research and is relevant to all advocates for inclusive education. More schools are looking to implement inclusive practices, and rates of inclusion have been increasing in recent years (McLeskey, Landers, Williamson, & Hoppey, 2012). However, many feel unprepared to implement inclusive practices. In part, this may be because researchers point to a wide array of skills and practices that are necessary to implement inclusive practices, including co-teaching (Murawski, 2012), curricular adaptations (Soukup, Wehmeyer, Bashinski, & Bovaird, 2007), collaboration (Tucker & Schwartz, 2013), peer supports (Carter, Cushing, & Kennedy, 2009), and behavioral supports (Nickerson & Brosof, 2003), among others. While lists of required practices are informative, the field is currently lacking a conceptual framework for understanding how to organize and implement these distinct practices in complementary and meaningful ways. This presentation will organize these strategies into a coherent set of activities that can be directly implemented in any school, organized around a three-stage model: into, through, and beyond.