This discussion of inclusive education programs for students with disabilities is organized around a series of comments by critics of the trend and responses to these comments by inclusion advocates. Responses are provided to the following criticisms of inclusion: (1) inclusion is a "one size fits all" approach; (2) inclusion does not have positive outcomes for nondisabled students; (3) special education children need specialized services that can only be provided out of the regular classroom; (4) the minority students disproportionately placed in special education are there voluntarily so such placement is not a civil rights matter; (5) teachers are unprepared to teach in an inclusive education classroom; (6) teachers should not be required to have children with disabilities in their classroom; (7) extra financial support is likely to erode after an inclusive program has been initiated; (8) special education students cannot be helped by a "broken" regular system; (9) the law's requirements concerning "least restrictive environment" do not apply to academic learning; (10) only ideologically driven professionals and a few parents advocate inclusion; (11) school districts are implementing inclusion to save money; and (12) the "full inclusion" movement is likely to have a profound and destructive effect on public education. (Contains 19 references.) (DB)