This article briefly responds to the following question: Why aren’t more students with severe disabilities being placed in general education classrooms? I offer five reasons why more students with severe disabilities are not included, because: (a) ableism persists, (b) schools continue to misapply the least restrictive environment provisions of the Individuals with Disabilities Education Act in placement determinations, (c) too many team members have difficulty conceptualizing curricular inclusion, (d) some professionals pit placement against instruction as an “either/or” proposition, and (e) typical approaches to systems change leave behind students with severe disabilities. The article calls on the field to continue and speed the change process so that more students can benefit sooner from inclusive schooling.

中文翻译：

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“重度残疾的学生不能做五年级的工作，怎么能上五年级？” 滥用限制最少的环境

本文简要回答以下问题：为什么没有更多的重度残疾学生被安置在普通教育教室？我提供了为什么没有包括更多重度残疾学生的五个原因，因为：(a) 残障人士仍然存在，(b) 学校继续在安置决定中误用《残疾人教育法》中限制最少的环境规定，(c) 太多团队成员难以对课程包容性进行概念化，(d) 一些专业人士将针对教学的安置作为“非此即彼”的命题，以及 (e) 典型的系统变革方法让严重残疾的学生望而却步。文章呼吁该领域继续并加快变革进程，以便更多学生能够更快地从包容性学校教育中受益。