Part 5 discusses the specific roles and responsibilities of team members in relation to supporting students’ meaningful access to and participation with curriculum; the principle of partial participation; curricular, instructional and ecological adaptations to support access and participation; and finally, embedded instruction as an evidence-­‐based practice (EBP) to deliver high-­‐quality, specialized instruction in inclusive settings. The section begins with a discussion of the roles, responsibilities, and strategies employed by an effective inclusion facilitator to implement high-­‐quality, effective inclusive services for students with the most intensive and complex support needs. Inclusion facilitators are defined as credentialed teachers who develop and implement inclusive education. Inclusion facilitators are often special education teachers by trade, but can also be general education teachers or other school team members.