How do school-aged and adolescent youngsters without disabilities think about and act toward their peers who have disabilities, chronic health conditions, or other developmental or behavioral differences? And what would it mean for program operators, coaches, volunteer leaders, and after-school caregivers to help shape their thinking in a direction that everyone could regard as ethically sound? In this article, the author proposes that leaders should overcome their tendency to avoid speaking openly about disabilities and instead seek out naturally occurring opportunities to do so. He contends that, when a child's disability or condition is likely to make it harder for her or him to become fully included in a peer group, the ethical approach is for leaders to initiate communication in order to enable the peers to have the tools and understanding with which to act in an inclusive manner. (Contains 5 notes.)