The author asserts that for many types of learning disabled students, integration with regular class students is desirable, and that a comprehensive analysis of the educational service delivery system is needed to achieve this goal. Disadvantages of the special class arrangement are described in terms of cost benefit, psychological growth of the separated student, and social experiences of the regular student. Necessary changes in the regular education system are examined in terms of six considerations: the regular classroom teacher's training and expertise, the pupil-teacher ratio, the degree to which individualized instruction is promoted, the degree of student independence, the organizational and policy issues affecting classroom practices, and the overall goals of the educational system. An intervention model based on a systems analysis approach is presented. (CL)