The mere presence of students with learning disabilities in general education classrooms is not inclusion. Inclusion involves meaningful participation by these students, achievement in accordance with their abilities, and social acceptance by teachers and peers. Teachers who view these students as a challenge rather than a burden, who believe that they are able to impact the students' peer relationships, and who implement evidenced-based strategies to prevent peer victimization, enhance social status, and lead to the formation of meaningful friendships, will help students with learning disabilities become fully included in the general education classroom. (Contains 12 notes.)