This article addresses the need to make differences ordinary as inclusive school programs are developed and implemented. Qualities that are hallmarks of inclusive classrooms and that ensure that differences become an ordinary part of classroom practices are then addressed. These qualities ensure that supports provided in the inclusive classroom are as natural and unobtrusive as possible, arranging student schedules so that the rhythm of the day for students with disabilities is as typical as possible, and ensuring that students with disabilities are full participants in the learning and social communities of the classroom.
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