For more than 40 years many organizations, families, and advocates for students with disabilities have worked toward creating a more inclusive public education system. As a result, many more students served under the Individuals with Disabilities Education Act (IDEA) spend 80% or more of their school day in general education classrooms. But a closer look reveals that most of this progress toward inclusion is associated with students who require fewer supports, while students who have more extensive needs remain segregated from the other children in their communities. This brief reviews some of the history of inclusive education that explains the current context, and suggests how to advance inclusion of all students to meaningfully participate in the public education system and achieve positive post-school outcomes. SWIFT Center offers a schoolwide approach to inclusive education, driven by a multi-tiered system of support (MTSS), guided by design teams of both general and special educators, utilizing universal design for learning (UDL) principles, and implemented in a manner resulting in demonstrable gains for all students. This alternative model focuses on "structural elements," in particular rethinking school space allocation, coordinating all resources, deploying all school personnel and services, and matching evidence-based practices to meet measured student needs. [Based on "Stars in Alignment" by Wayne Sailor and Amy McCart, published in 2014, "Research & Practices for Persons with Severe Disabilities," 39(1), 55-64. doi: 10.1177/1540796914534622.]