For too long Canadian schools have been chasing the notion of a standard "one size fits all" approach known simply as "full inclusion" within our public education system. Education policies towards the intellectually impaired has changed dramatically over the years: from Exclusion and possible private care to Special Education beginning in the 1960's to Mainstreaming and now "Full Inclusion" in the late 1980's. However, my research indicates that it is not working.  This research explores the problems and apparent failure of the full inclusion policy in one high school in Montreal with a high enrollment of "coded" students. 1 interviewed 2 administrators, 2 parents and 10 teachers. To collect data on aspects ranging from participants beliefs about inclusion as a policy in there school board to the financial cost of the inclusion policy.  Following these interview I offer a number of recommendations to implement a policy of partial inclusion, which recognizes the special and unique needs of individual students.