This monograph contains two papers which address the controversial issues of drug therapy for children with attention deficit/hyperactivity disorder (ADD/ADHD) and full inclusion of children with disabilities in regular education. The first paper, "Club MED: Diagnosis ADD/ADHD" (Lynne A. Phillips et al.), explores the ramifications of over-diagnosis of ADD and ADHD and the alternatives to drug therapy for affected children. A brief discussion of the recent escalation of diagnosis and medication of children with ADD is given. The paper then offers a teacher's perspective and a behavioral modification guide. An alternative to drug treatment, biofeedback, is discussed. The second paper, "Full Inclusion: One Size Fits All?" (Lisa Dondero et al.) summarizes in the first section the legal bases for inclusion efforts, describes successful implementation in a program which includes students of all ability levels in a multi-age format, and identifies essential components of successful programs. The second section raises pros and cons of inclusive education, including positive peer models, "learned helplessness," improved social acceptance, low academic achievement, protection of all students from those with severe behavior disorders, the inherent inequality of separate education, the necessity of aides and a support system, and the high costs of such support systems. The paper concludes that a continuum of services must be provided to meet the individual needs of each child. (Each paper contains references.) (DB)