The concept of full inclusion challenges school districts to include all students, regardless of the type or degree of disabling conditions, in regular classrooms at their neighborhood schools. This Bulletin examines some of the concerns that inclusion raises. Its summary of national research and interviews with 14 Oregon educators provide guidelines for effective practice. The introduction provides a brief history of the impetus for inclusion and describes the Oregon perspective. Chapter 1 highlights the most frequently voiced arguments both for and against inclusion. Elements of successful inclusion programs are described in the second chapter, some of which include adequate support, an established policy, enthusiastic teachers and administrators, and openness to change. Chapter 3 describes situations in which inclusion has failed, usually due to inadequate preparation, training, and support. Current practices in selected Oregon schools are described in the fourth chapter. The final chapter examines issues of funding and the reform of federal-funding requirements. A conclusion is that inclusion is most successful when it is coupled with a broader restructuring that includes multiaged classrooms. A four-page condensation of the Bulletin and a sample policy statement from Montgomery County, Maryland, are included. (LMI)