Helen Keller poignantly stated: “Optimism is the faith that leads to achievement; nothing can be done without hope and confidence” (Keller, 1903, p. 67). Her keen insights can be applied to inclusion school settings. If teachers believe that students are capable of achieving continued successes, then lessons are designed with appropriate and differentiated strategies that allow these achievements to happen. If educators are coached to highlight and recognize that they possess the competencies to make inclusion successes happen, then the learning is enhanced for all. If administrators and educators believe the obverse to be true, then pessimistic attitudes permeate to students. Since there is no template for inclusion or a definition of a typical inclusion child, acceptances of inclusion will vary, ...