Inclusion for students with disabilities have become more prevalent in school districts throughout the United States. However, students with more significant needs and disabilities continues to be a controversial topic among educators and policymakers. This article discusses the support of inclusion for students with more severe needs by discussing the unreasonable expectations for students with severe disabilities within an inclusion classroom, the relevance of content, the availability of a more functional curriculum, and a safety. A review of the literature was done though Google Scholar, ProQuest, and ERIC and discovered a number of scholarly articles. To a degree, students with more significant disabilities deserve to be educated with their non-disabled peers in a safe environment that can provide a functional and academic curriculum.