When students with autism, intellectual, and multiple disabilities are included in general education classes their teachers often struggle with identifying meaningful participation opportunities. Too often students are seated in the back of the room, socially isolated from their classmates, taught primarily by a paraprofessional, and without access to the general education curriculum. This paper describes the routines-based instructional planning process of The Beyond Access Model that promotes students' full membership, participation, and learning of the general education curriculum in the general education classroom. The process is grounded in high expectations for all students and provides step by step guidance to their educational teams. Limitations of the research on the Model are presented with suggestions for future study. (Contains 2 figures and 1 footnote.)