Inclusive education is a model of supporting diverse learners and needs in a general education setting. While the philosophy and ideals of inclusion are supported by many governmental and educational stakeholders, the practice of full inclusion is often met with resistance by educators. Research on the academic achievement and adaptive growth for students with special education needs and their typically developing peers proves that inclusive practices offer no harm and, in many cases, offer benefits to all students. This article supports the assumption that inclusive, general education programming can support academic and social development of all learners.