The inclusion of people with intellectual and developmental disabilities in educational and employment settings is an important issue. Individuals with disabilities often are not meaningfully included in, or are even segregated from, typical classroom settings, and they also have difficulties securing employment once their formal education is complete (Levy & Hernandez, 2009). For the past number of decades, Canadian education systems have begun shifting away from placing children with differing abilities in segregated rooms/schools, to placing them into the classroom, or even better, including children of all abilities meaningfully as part of the school culture.