-A celebration of the differences of students in classrooms

-An equal opportunity for all students to learn

-Teaching students to embrace changes, to reach out to help each other, and most importantly, respect of each other

-Working together

-Pride

-Hope

-Frustration

-Happiness

-Wonder

-Inclusion is free, but some accommodations cost money

-Inclusion benefits not only students with disabilities, but each student in the classroom

-Inclusion helps build not only educational skills, but also communication skills

-Positive social relationships and friendships can happen as a result of inclusion

-Obiakor, F., Harris, M., Mutua, K., Rotatori, A., & Algozzine, B. (2012). Making inclusion work in general education classrooms. Education and Treatment of Children, 35(4). 477-490.

-Turnbull III, H. R. (2005). Individuals with disabilities education act reauthorization: accountability and personal responsibility. Remedial and Special Education, 26(6). 320-326.

-Based on studies, "students with disabilities want to learn the same material, use the same books, and enjoy homework and grading practices as their non-disabled peers (Obiakor et. al., 2012). "

-Adjustments must be made to meet the various needs of students. Therefore, the least restrictive environment (LRE), as well as appropriate practices, must be identified (Obiakor, et al., 2012).

-It is important for teachers to be collaborative with other teachers, as well as parents, when using inclusion strategies in the classroom (Obiakor, et al., 2012).

*Ex: All of the students in Including Samuel were given the opportunity for an education, regardless of their disability.

-Non-discriminatory evaluation (NDE): evaluations that are fair assessments of the student's ability must be used. Evaluations must take the student's academic, developmental, and functional characteristics into consideration (Turnbull, 2005).

*Ex: The evaluations that these students were given were not discussed in the film.

-Free and appropriate public education (FAPE): students are entitled to an individualized education plan (IEP), which will detail what accommodations will benefit and be appropriate for them (Turnbull, 2005).

*Ex: Samuel has an IEP and IEP team that meet every week. Emily, on the other hand, had an IEP that did not include a study hall, or something of that matter, that would have been beneficial to her.

-Least restrictive environment (LRE): students should be placed within a general education environment based on the degree that they can. They should also be provided additional supports as needed (Turnbull, 2005).

*Ex: An aide is provided for Samuel for when he needs additional support in the general classroom. Therapists integrate his therapy into the classroom. Samuel also has technological supports.

-Procedural due process: schools and parents have rights and protections in terms of IEPs. Changes are not made unless both parties consent (Turnbull, 2005).

*Ex: Samuel's parents, along with the IEP team are actively involved in all decisions.

-Parent participation: families should be included in all decisions affecting the student's education (Turnbull, 2005).

*Ex: Samuel's parents are involved in every step.

-General education teachers may lack experience when dealing with disabilities, especially those that are more severe. This was evident in the case of Alana in the film, who's teacher struggled with her significant disability.

-Accommodations can be expensive, such as the machine Samuel used to transcribe in order to help him communicate or his zoom chair.

-Teachers may be stretched thin for time normally, but especially if they are working on individualized plans for students with disabilities.

-She attends a public high school and attends regular classes with the regular curriculum. The school still has special education classrooms.

-Inclusion is more difficult as students get older.

-The school district told his mother to put him in a separate classroom. She moved him to a school with full inclusion.

-His social skills have improved drastically since inclusion.

-His parents work closely with teachers and therapists to ensure he is in the general education classroom.

-There are several other students in his class that have disabilities and IEPs.

-Samuel has many supports in the classroom, as well as home, to help him learn.

-I was very impressed with the relationship between Samuel and his older brother, Isaiah. They find ways to play together and always show how they love each other.

-"What you have to remember is that who I am as a person is a product of my history. All of my life, I have had a disability. Who I am is a person with a disability."

-"All kids, with the right support, right technology, right teaching, can learn the general education curriculum. And that's a pretty dramatic statement."

-"Inclusion is the best way for EVERY child to learn."

-"The work of inclusion is the last frontier of the Civil Rights Movement."

-"At first, I saw Samuel's disability as purely a struggle, an obstacle to his participation in the world, and a burden to us. Now, when I see Samuel zoom himself down the hallway, I see intensity and determination. I see effort and power. I see beauty."

-She attended a public middle school. She had problems with being integrated because her IEP was not right.

-She tried to take her own life after being picked on by peers.

-Placement in a public school did not work for her and was putting her at risk, so she was enrolled elsewhere.

-She graduated high school, plans to become a teacher, and is an advocate of mental illness support.