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The concepts of an inclusive classroom, inclusion, co-teaching, and disability have been called poorly defined and in need of fresh conceptual analyses. In Chapter 1, I respond to this call for further analysis and then demonstrate, using current educational headlines, that these concepts of `an inclusive classroom,' `inclusion,' `co-teaching,' and `having a disability' are not just issues that are discussed in academia, but are also current issues in schools, courtrooms, and statehouses. In Chapter 2, the Literature Review examines philosophical literature of inclusive education, legislative and judicial history, and service delivery models for special education. In Chapter 3, Methods: A Conceptual Analysis, we examine the history and practice of conceptual analysis, and then look at the models of conceptual analysis as detailed by Jonas Soltis. Chapter 4, Conceptual Analyses, is the core of this dissertation, containing a generic analysis of the `inclusive classroom,' differentiation analyses of `inclusion,' and `co-teaching,' and a generic analysis of `having a disability.' Finally, in Chapter 5, Discussion, we examine implications for further research and conclusions.