This research bulletin on inclusion of students with disabilities in general education settings first outlines distinctions among mainstreaming, inclusion, and full inclusion. It explores whether federal law requires inclusion, the "down side" of inclusion, the impact of inclusion on classmates, supplementary aids and services, the arrangement of instruction to benefit all students, and skills teachers need in inclusive classrooms. An inclusion checklist is provided to help school personnel evaluate whether their practices are consistent with the best intentions of the inclusion movement. An annotated list of eight helpful resources concludes the bulletin. (JDD)