这段前面是在说明两个学校看待身心障碍者新生的看法，
一个学校视新生为重度障碍学生
一个学校视新生为只是另一个提供需求的学生，皆下来接以下这段话：
1.Given this phenomenon of "relativity," the term , students
with severe disabilities, will be used throughout this article
to represent those students with moderate and severe cognitive,
physical, health and emotional/social disabilities described
in the previous paragraphs as well as other students who, for
whatever reason, are perceived by school personnel as "most
challenging" to the current school culture or ecosystem.
（给予这样相对现象，重度障碍学生 这个词），使用在整篇文章以代表
在先前段落描述的中度和重度障碍认知、生理、健康以及情绪/社交
障碍的学生，（也代表那些不管什麽理由被认为是对现今学校文化和生态体系
最俱挑战性的学生）。
接上段
2.As this volume illustrates, these has been and continues to
be disagreement as to whether students with severe disabilities
belong in general education classroom, despite the fact that
entire texts have been devoted to describing strategies that
have been successful for including these and all students,
regardless of their perceived exceptionalities, within general
education and community environments.
（如同文章说明，这些已经以及继续不同意无论什麽重度障碍学生是
属於普通班，尽管整个文章奉献在叙述包含重度身障者和全部学生
的成功策略，不管在普通教育和社区环境中他们注意到经验。）
完全不知所云阿！！
3.To even raise the question of whether regular class placement
is appropriate for a category of learners "assumes that placement
can be made based upon handicapping condition without documentation
of whether the needs could be met in a regular class-based placement".
（甚至升起对一个学习者的标签无论什麽普通班级安置都是适合的问题，
假设安置是根据障碍情况没有不管什麽文件，需求能够在普通班的安置符合。）
不知所云也！！
4.Finally, as well be elaborated later in this article, learning and
social benefits in inclusive settings for students with and without
disabilities have been documented, as have benefits for teachers,
when educators collaborate to invent individualized responsive
educational programs.
（最後，如同之後文章中的叙述，在融合环境中，身障生和非身障生
在学习和社交的好处已经被记载了，当教育者合作创造个别易受影
响的教育计画，也同样使老师获益。）
好像不是很顺
以上是我不知所云翻的
有的是真的完全看不懂，所以想请各位帮忙翻顺一点
谢谢大家
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