Placement decisions for students with severe disabilities have often been based less on the students’ unique learning needs but more on beliefs and presumptions about student learning, entrenched school district policies that restrict program delivery options, and other variables unrelated to student needs. In light of the benefits associated with inclusive practices for students with severe disabilities, this article examines the foregoing factors to better understand how they affect placement decisions and to identify barriers to implementing at a national level more inclusive placements. The article also addresses systems change solutions, and several new federally funded initiatives that could contribute to authentic changes in placement practices.

中文翻译：

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为什么重度残疾学生没有被安置在通识教育课堂：考察课堂安置、学习者成果和其他因素之间的关系

重度残疾学生的安置决定通常较少基于学生独特的学习需求，而更多地基于对学生学习的信念和假设、限制课程交付选择的根深蒂固的学区政策以及与学生需求无关的其他变量。鉴于与严重残疾学生的包容性实践相关的好处，本文研究了上述因素，以更好地了解它们如何影响安置决策，并确定在国家层面实施更具包容性的安置的障碍。本文还讨论了系统变更解决方案，以及一些可能有助于真正改变安置实践的联邦政府资助的新举措。