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In this article, the authors take the position that the desire for inclusive education and the beliefs and principles of inclusive practices must be the foundation for inclusive post secondary education. The rationale for such an approach is based on positive outcomes derived for young adults where opportunities for inclusion in the context of universities, colleges, and technical schools offer a powerful context for embedding students in the normative pathways that can lead to positive lifelong outcomes. As inclusive schooling remains a controversial issue even after 40 years of supportive published research and demonstrated practice, it is not surprising that opportunities for inclusive post secondary education are limited.