This review of the literature and analysis looks at the concept of full inclusion of students with disabilities in the context of the regular education initiative (REI). The concept of full inclusion is explained as the use of new methods, techniques, and strategies to teach students with and without disabilities in the same classroom. Identification of assumptions underlying the issue precede specific arguments both for and against full inclusion. An analysis of the validity of both sets of arguments considers attitudes of educators, parents, and students. Next, the paper looks at values emphasized and compromised by the full inclusion model such as increased emphasis on cooperative learning and social development and possible compromises in the values of educational excellence and efficiency. The paper concludes that full inclusion is the preferred condition but should not be the only possibility. Also stressed is the importance of specialists, classroom teachers, parents, and students all participating in student program development and decision making. (Contains 212 references.) (DB)