Agran and colleagues have not only summarized the research on inclusive education, but they have also summed up the frustrations of many of us who have been working with families, teachers, and administrators to facilitate the inclusion of children and young adults with severe disabilities over many years. My response takes some of their most salient points even a step further, with some additional critical perspectives. The persistent segregation of individuals with the most extensive support needs is a social justice issue. This article focuses on the reasons for ongoing discrimination, including implicit biases and perceptions of competence, lack of preparation and experiences among key stakeholders, the people who benefit from segregation, and the misguided approach of "gradual inclusion." It concludes with a plea for new laws and legislative mandates. [For "Why Aren't Students with Severe Disabilities Being Placed in General Education Classrooms: Examining the Relations among Classroom Placement, Learner Outcomes, and Other Factors," by Agran et al., see EJ1246688.]