This paper challenges the generally accepted norm that special education is a place in which to put students rather than a process for supporting inclusion into the general education curriculum. The process of determining the Least Restricted Environment (LRE) for a student may actually serve to restrict students who have disabilities from participating in classes alongside their non-disabled peers. The paper offers an alternative model for developing lesson plans that can include students of varied learning abilities and identifies qualities that can and must be present in order to create an inclusive classroom.