Nicki is 5 years old. She has cerebral palsy, uses a motorized wheelchair, is unable to speak, and has only recently begun working with a basic communication board. She is unable to feed or toilet herself. Nicki has a radiant smile and flashing blue eyes. She eagerly follows her teacher, the classroom aides, and her classmates in the preschool special education class with her eyes. Nicki will be attending a regular kindergarten class in her home school in the fall. The school building is fully accessible, and her classroom teacher is fluent in ASL. A classroom aide has been assigned to work with Nicki’s teacher in meeting Nicki’s needs in the classroom. Nicki visited her new school for a day at the end of the spring semester. Everyone was cordial, and the administrators and teachers are willing to do what it takes to make Nicki’s kindergarten experience meaningful and enjoyable, but they are unsure of what to do. There has never been a student with significant physical disabilities in this school before. There are fears and concerns about how to relate to Nicki and how to interact with her in the classroom. Could the children possibly hurt Nicki by playing and working with her? How can they communicate with her? How will they handle her wheelchair on field trips? (The bus can’t accommodate a wheelchair.) What can the principal do over the summer, at the beginning of the school year, and throughout the academic year to support his staff as they work their way through this new experience?