Views of parents and teachers about inclusion of students of all learning abilities in regular education were surveyed in a small western Pennsylvania school district. Information was sought from 54 parents and 28 teachers of students needing learning support, students identified as gifted/talented, and students not identified as needing support or as gifted. Responses were obtained from 33 percent of parents, and 64 percent of teachers. Strong opinions for and against inclusion were expressed. Several teachers felt that the concept of "least restrictive environment" allows for leverage in placing the student. Teachers emphasized the importance of meeting the student's educational needs whether placement results in an excluded environment or the regular classroom. Other issues that were identified included: whether inclusion is detrimental to meeting the needs of all children; whether average children receive a watered-down curriculum due to time spent on adaptations of content; whether students who are gifted are bored by a slow pace; whether some students are held back from accelerating until the whole group masters the material; the idea that "regular" children learn to respect and accept others for who they are regardless of their limitations; and classroom teacher preparation for inclusion. Contains two references. (SW)