Inclusive education grows in complexity as schools uphold mainstream neo-liberal individualistic humanist structures. This paper begins with a review of landmark Supreme Court rulings that have reconfigured the boundaries of public schools and influenced the practice of inclusive education. These rulings have influenced how inclusive education has progressed from the exclusion, segregation, and integration of children to the inclusion of children in mainstream classrooms. Given this shift in practice, many continue to question whether or not inclusive education is the best educational model. From a posthumanist lens, assumptions of the school system are examined and intertwined with Barad's (2003) notion of agential realism, agential cuts, material-discursive apparatuses, and possible reconfigurations of the inclusive education phenomena. This paper concludes with positing whether we need to rethink the very structures of the public school system and enact new realities including assessment practices and effective use of instructional strategies.