The concept of inclusive education is common to the Canadian educational system and involves service to the students. According to Young and Levin, "The provision of appropriate education to meet the needs of each student is increasingly accepted as a right in Canadian education." Bloom, Perlmutter and Burnell define inclusion as "a philosophy that brings diverse students, families, educators, and community members together to create schools and other social institutions based on acceptance, belonging, and community." This suggests that all children, regardless of their ability level or special needs, could be included and accommodated in the regular school classroom. Teacher training and an understanding of exceptional learners are critical. Strategies for differentiation are also necessary to meet the needs of individual learners. The concept of servant-leadership, as introduced by Robert Greenleaf, may provide the seeds for developing effective, supportive, learning environments for all learners. This particular modus operandi is first introduced to special education resource teachers, classroom teachers, teacher assistants, and school administrators in Manitoba as part of a university course in education called "Strategies for Organizing Inclusive Classrooms and Schools." The course examined the organization and implementation of school-wide support for access, learning, socialization, behavior, family liaison, clinical engagement, and community services. These learning objectives, along with the definition of inclusion and the description of a servant-leader, forms the basis of the author's argument that the servant leadership philosophy provides a solid basis for inclusive education. (Contains 19 endnotes.)