This article addresses particular aspects of the Agran et al. identified determinants related to inclusive educational practices for students with severe disabilities. More specifically, this article focuses on perceptions of competency in students with severe disabilities and the resulting placement decisions, as well as facilitating systemic change to build inclusive systems. The discussion focuses on how the determinant related to perceptions of competency and the four elements of systems change identified by Agran et al. play a part in the ongoing lack of inclusion for these students. This response uses the frame of a basic change model to further the discussion on the important question of why students with severe disabilities are not being placed in general education classrooms.

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：使用基本变革模型的框架扩展讨论

本文讨论了 Agran 等人的特定方面。确定了与严重残疾学生的包容性教育实践相关的决定因素。更具体地说，本文侧重于对严重残疾学生能力的看法和由此产生的安置决定，以及促进系统性变革以建立包容性系统。讨论的重点是与能力感知相关的决定因素以及 Agran 等人确定的系统变化的四个要素。在这些学生持续缺乏包容性方面发挥作用。本答复使用基本变革模型的框架来进一步讨论为什么没有将重度残疾学生安置在普通教育课堂上的重要问题。