If you’ve ever heard someone say, “But what will they get out of this class?” in reference to a student with a disability, you’re not alone.

The question may come from concern, but it often signals a much bigger issue: a higher standard being unfairly applied to some students, and not others. No student without a disability has to prove they’ll benefit from a class before they’re allowed in. So why are we asking students with disabilities to?

This question—whether it’s spoken as “they’re not ready” or “they can get more support elsewhere”—isn’t really about readiness. It’s about access.

And when we lead with access, something powerful happens.

Take Stephanie. She was a student with Down syndrome placed in an 11th grade English class reading Romeo and Juliet. The teacher wasn’t thrilled. “What will she get out of this?” they asked.

Answer: More than anyone expected.

Stephanie engaged deeply. She read, listened, watched, discussed, and created. Her PowerPoint presentation on the play blew away the class—and the teacher who once doubted her became a believer in what inclusive education can look like when we do it well.

Better Questions for Inclusive Schools

• What supports are needed for this student to access the learning?

• How can we create a classroom that supports the range of learners?

• What does success look like beyond decoding or test scores?

We’ve compiled 20 powerful, legally aligned, and empathy-driven responses you can use the next time someone questions inclusion. They’re perfect for IEP meetings, hallway conversations, and moments when you're caught off guard.

You don’t need a perfect comeback. You need a prepared one. These 20 responses help you advocate for students, without burning bridges with colleagues.