This paper explores the premise that children with mental and/or physical disabilities should be included in regular education programs whenever possible. Instructional strategies for successful inclusion are discussed and the need for parental and community involvement emphasized. The paper reviews the theory of inclusion; features of the Education for All Handicapped Children Act; principles for implementing classroom inclusion; and special teaching systems (precise teaching, cooperative learning, individual tutoring, social skills training, strategic intervention, teacher assistance teams, and the McGill Action Planning System. The importance of parent involvement to success in inclusion is stressed and several ways of involving parents are suggested. Finally, the value of inclusive programs for all children, not just those with disabilities, is affirmed. (DB)