Inclusive education aims toward integrating special needs students into all events of the typical classroom. For North American educators, the process of inclusion does not unfold naturally as in the routines of the Reggio Emilia approach. Reggio's powerful image of the child nourishes the authentic practice of maximizing each child's capabilities. With that, inclusion has the potential to reduce fear, to build respect and understanding not only in school life, but for the future as well. The purpose of this article is to identify and illustrate key principles within the Reggio ideals that can foster new beliefs and attitudes regarding inclusion. The goal is for teachers to consider alterations in their philosophies and practices concerning inclusion, and work toward adopting the research and making it into one of practice.