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This paper outlines the arguments for full inclusion of students with disabilities. The authors believe that the 'Cascade' model (which provides for a continuum of services and which is currently in force in NSW) should be replaced with a collaborative consultation model of inclusion which fosters the success of all students. The paper gives strategies which have been shown to support the inclusion of students with disabilities. Attitudinal change and planned systems change are identified as key components in the implementation of inclusive schooling. Keywords: Education, Inclusion, School age