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This article analyses the term "Regular Education Initiative" which is an American/Canadian term for a process through which students with moderate/severe disabilities move from segregated education or education in separate groups in a regular school to being educated fully in a regular classroom. It looks at the role of both special and regular education teachers. It discusses how a growing number of regular educators are adding their voices to the push for inclusion and presents insights from two regular educators on the realities and benefits of inclusive education for everyone involved - not just the student with a disability. Keywords: Education, School age, Inclusion