The report describes the first 3 years of the Homecoming Project, which was designed to return disabled students in regional special education programs to regular classes in 26 local Vermont schools. Fifty-eight such students (of whom 45% were moderately or severely handicapped) were transitioned into regular classes and 19 other students at risk for such placement were maintained in regular education environments. The program model stresses "shared ownership" among regular and special educators and makes use of a local planning team and the consultative services of education specialists. The first chapter provides an overview of the project followed by a chapter which discusses essential ingredients for successful implementation of the model including administrative and instructional staff commitment, team process, and planning. Fifteen steps in the team planning process are outlined in the third chapter. The next chapter looks at the cooperative teaming process, stressing the need to develop positive interdependence, practice collaborative skills, and monitor and discuss team member performance. Characteristics of the educational specialist and three consultation models are discussed next. The final chapter identifies issues related to implementation of the Homecoming model including reasons for local school placement. Among six appendixes are a parent inventory and a survival skills checklist. (DB)