This paper addresses the differences between emotional and behavioral disorders, physical and health impairments and Traumatic brain Injury at the level of definitions, causes, and characteristics. It also describes specific and the most effective instructional strategies for students with these disabilities. It further suggests ways and means by which teachers could nurture self-esteem as well as self-advocacy skills for students with emotional disorders, physical/health impairments and traumatic brain injury. The paper will also posit on how teachers could get regular students to understand, respect and respond appropriately to other students with disabilities in an inclusion classroom before reporting on an IEP meeting the writer observed.