The current emphasis on including students with disabilities and other learners that struggle in general education whenever possible necessitates that those preparing to work with primarily with general education (and special education) students demonstrate ownership of and competence with all students. Loosely defined, inclusion is the practice of including students with disabilities in general education for portions of the day. Federal and state regulations stipulate that Individualized Educational Planning (IEP) teams determine the settings in which these students can be best educated. Efforts to increase service delivery in less restrictive settings (including general education) are admirable and should remain a priority as we move forward. This class will also consider the difference between being “included” and “belonging”. One must be included in order to belong, however, belonging requires a depth of knowledge of each student and the contribution that he or she brings to the classroom. The purpose of this course is to provide a foundation so that educators feel sufficiently grounded to begin their work with diverse students, including those with disabilities. We will balance information on specific evidence-based instructional strategies with information that challenges our beliefs and unintentional biases toward those with differences. We will serve students best with our “heads” and our “hearts”.