Inclusion is a word that gets tossed around a lot nowadays. My experience as a mother of four children—two of which were diagnosed with autism in their earliest years—has shaped my perception of and passion for inclusion. For the last three decades, schools and education systems have been moving progressively toward greater and greater inclusion for students are differently-abled physically, cognitively, and neurologically. Amazing strides have been taken to make sure that these differently-abled students receive the same or equivalent educational opportunities alongside their “typical” peers. While inclusion has been addressed on a policy and systemic level, this level of inclusion does not directly translate to inclusion among and by peers. Part of what I experienced with my own children on the autism spectrum is that even when their teachers worked hard to meet their needs and include them at the classroom level, their peer interactions could still be quite challenging.