Educators (broadly defined as classroom teachers, administrators, and teacher candidates) often share similar concerns about the feasibility of including students with significant support needs (SSN) in the general education classroom. This article shows that not only is inclusion possible, it is a student’s right. The authors believe that advocating for inclusive education must center the perspectives, experiences, and expertise of individuals with disabilities. Thus, two disability advocates, Jordyn Zimmerman and Brittanie Hernandez-Wilson, respond to and negate five common reasons for not including students with SSN in the general education classroom and curriculum. Inclusion advocates can use this article to discuss inclusive schooling, reflect on misconceptions, and identify strategies to meaningfully include students with SSN within their home schools and general education classrooms.
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