This conference panel presentation includes five papers on the implications of inclusive education for gifted and talented children. "The Case for Ability Grouping of Gifted Students" (Carolyn Yewchuk) summarizes research results showing that greatest gains were found in programs that grouped high ability children together and provided a differentiated curriculum matched to their abilities and skills. The beneficial effect of homogeneous grouping with differentiated instruction was also evident for students of medium ability and low ability. "Implications of Alberta Education Policies and Practices for Gifted Students" (Lorraine Wilgosh) points out that the policies of Alberta (Canada) Education seem to offer the promise of educating children with disabilities in regular classrooms with nondisabled peers while promising to provide specialized programs for the brightest and most capable students, leading to policy conflicts. "Implications of Inclusive Education for Gifted and Talented Children: A Parent's Perspective" (Conna Rankin) makes recommendations for helping underachieving gifted students. "Inclusive Education: Teachers' Perspectives" (Tracey Schaufele and Susan MacDonald) presents the common view of a teacher in an inclusive classroom and a teacher of a self-contained gifted class that gifted students' needs will not be met in inclusive settings. "Inclusive Education--Good for All???" (Debra Chinchilla) contends that ability grouping is necessary for gifted children. (JDD)