Issues of inclusion are firmly embedded in the lives of schools. School leaders dwell in a cacophony of particular interests and competing concerns, and they overhear many conversations in the schools and community that present complex challenges on these issues. Their thoughtful listening is required to transform these conversations into effective practice. But what does it mean to aim for inclusiveness in all aspects of education? What are the characteristics of inclusiveness? Who are we including? Who are we who presume to include? This sourcebook addresses these questions and concerns and provides important food for thought and tools for increasing understanding on this timely topic. This is the 3rd issue of the quarterly journal New Directions for School Leadership.