Making schools for the deaf inclusive settings for deaf students with disabilities is important for their all-around development. The consequences of disregarding this need may be severe. In this article, the author describes a boy's experience at Kendall Demonstration Elementary School (KDES) which shows it is possible to make inclusion at a school for the deaf work. The boy, Miguel, is a student at KDES who has a diagnosis of Pervasive Developmental Disorder, or PDD, which along with the more common forms of autism is characterized by significant developmental delays and challenges in relating to others, learning and using language, and sensory processing. By incorporating Developmental, Individual Differences, Relationship-based Approach, or DIR[R], into Miguel's education and using a play-based approach known as Floortime[TM], Miguel's overall progress both at school and at home has been amazing. This progress shows that when families take the lead in Floortime, when schools focus their efforts on an approach like DIR, and when both actively collaborate, wonderful things can happen for a child with significant challenges.