“The 1% of U.S. students with severe disabilities, including mental retardation, have historically been excluded from 'inclusive' education” (Bentley, 2008, p. 543) . Laws such as PL 94-142 and "No Child Left Behind" (as cited in Bentley), state that "public school students with all types of disabilities shall be educated in the least restrictive environment -" to the greatest extent possible. .with children who do not have disabilities, most of these students with special education labels, such as mental retardation and multiple disabilities, are still isolated in special education classrooms (Bentley, 2008, p. 545). Wehmeyer (quoted in Bentley), emphasizes that mere access does not promote authentic participation (Bentley, 2008, p. 546). Burkowski et al (as cited in Webster and Cater), "Friendship has been defined as a bond between two individuals that is stable over time and involves mutual affection, mutual preference, and enjoyment together" (Webster and Carter, 2007, p. 201). It is up to parents, teachers, and other paraprofessionals to look for ways to facilitate and encourage the types of positive interactions that will foster these types of friendships. If done successfully, all students will benefit and there will be true inclusion. To help students develop these meaningful relationships there must first be a foundation of communication and collaboration among teachers, parents, and paraeducators who all share an interest in supporting and empowering students with and without disabilities. Downing and Peckham-Hardin found that both teachers and parents believe communication and teamwork are essential to a truly inclusive education. Some of the most important elements of this communication and teamwork... at the heart of the article ......from the 1%: Children labeled as severely disabled and their peers as architects of inclusive education. International Journal of Inclusive Education, 12(5-6), 543-561. Causton-Theoharis, J. C., & Malmgren, K. C. (2005). Increasing peer interactions for students with severe disabilities through paraprofessional training. Exceptional Children, 7(4), 431-444.Copeland, S.R., Hughes, C., Carter, E.W., Guth, C., Presley, J.A., Williams, C.R., & Fowler, S.E. (2004). Increasing access to general education: Perspectives of participants in a high school peer support program. Remedial and Special Education, 25(6), 342-352. Downing, J. E., & Peckham-Hardin, K. D. (2007). Inclusive education: What makes it a good education for students with moderate to severe disabilities?. Research and practice for people with severe disabilities (RPSD), 32(1), 16-30.