By typical definitions in the special education world, inclusion would not be recognizable as it exists at Memorial Elementary. Memorial is responding to a widely documented trend in public schools: over-representation of students of color, particularly Black and Brown students, in "high-incidence" special education categories, including emotional and behavioral disabilities (EBD). I conceptualize EBD as unacknowledged suppression of hauntings from transgenerational trauma--legacies of institutional racism, poverty, and attempts at dehumanization. My primary hypothesis is that Memorial's practice and ethic of unconditional belonging has been a transformation afforded by being "haunted." I argue that "haunted trauma narratives" affirm and reconstruct the personhood of students of color with ghosts of trauma. Through narrativizing, students of color and educators rebuild "inclusion" from difference-as-allowed toward Martin Luther King Jr.'s (2001) "beloved community" (p. 458). That is, Memorial has redesigned school structures, educators' beliefs and practices, interactions with children and their families, and other aspects of everyday systems to be organized around the intersections of race, trauma, identity, and community. Though dreaming is undeniably difficult, Memorial also illustrates the transformative power of affective forces from ghosts that demand hope, justice, and healing.