This paper explores the “least restrictive environment” (LRE) determination for one Mexican immigrant kindergartener with disabilities: Luciano. Drawing from DisCrit and Foucault’s (1984) notion of “biopower,” I use case study methodology to explore how the construction of LRE for Luciano reflected White supremacy, ableism, and xenophobia embedded in our school systems and special education law. Specifically, the educators working with Luciano used physical subjection, language, and data collection to construct the child’s LRE as a special day class instead of a general education classroom. Luciano’s story highlights how special education law can be used to thicken borders between inclusive and segregated settings, mirroring the United States’ tendency to thicken borders for certain racialized immigrants. This case study calls on educators to critically examine their LRE determination practices if they are to reimagine schooling to be more inclusive and democratic for young immigrant children with disabilities.

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