在現代，學校采取支持兒童的全納教育政策越來越重要，無論他們的個人需求如何(教育和技能部:資格和課程權威，1999年)，能夠參加當地的學校(Dash, 2006年)。毫無疑問，要實施全面包容的政策，還有很多工作要做(教育標準辦公室[Ofsted]， 2004年)，盡管從業者和教育機構更清楚自己對有特殊需要的兒童的責任。的催化劑,這是每個孩子都重要倡議,強調兒童的必要性被教的技能使他們保持健康和安全,能夠享受,實現,使一個活躍的、積極的貢獻和能夠努力在他們的未來財務狀況穩定生活(部門教育和技能(王凱),2004)。該文件以《2004年兒童法》為高潮，以《沃諾克報告》(1978年)和其后的《1981年和1996年教育法》的工作為基礎。這些文件對什么是“特殊需要”作出了具體定義，并首次將責任分配給地方當局內的具體機構。很明顯，為孩子，甚至是家庭提供必要的技能以使他們能夠成功(Knowles, 2009)，這涉及到通過提供綜合服務來消除任何/所有學習障礙(Booth等，2000)(DfES, 2004b)。對于兒童能夠充分參與和體驗一定程度的成功至關重要(Mittler, 2000)，是實踐者意識到他們教育兒童的方法和創造積極的學習環境.
In the modern age it is seen to be increasingly important that schools adopt inclusive education policies which support children, no matter what their individual needs (Department for Education and Skills: Qualifications and Curriculum Authority, 1999), in being able to attend their local school (Dash, 2006). Undoubtedly, there is still a good deal to be done to implement fully inclusive policies (Office for Standards in Education [Ofsted], 2004), although practitioners and educational establishments are much more aware of their responsibilities with regard to children who have special needs. The catalyst for this was the Every Child Matters initiative which emphasised the need for children to be taught skills which enabled them to remain healthy and safe, to be able to enjoy and achieve, to make an active, positive contribution and to be able to work towards being financially stable in their future lives (Department for Education and Skills [DfES], 2004a). This documentation, which culminated with the Children’s Act of 2004, built upon the work of the Warnock Report (1978) and the subsequent Education Acts of 1981 and 1996. These documents provided specific definitions of what it was to have ‘special needs’ and allocated responsibilities to specific bodies within local authorities for the first time. It became apparent that it was essential to provide children, and indeed families, with the skills necessary for them to be able to succeed (Knowles, 2009) which involved the removal of any/all barriers to learning (Booth et al., 2000) through the provision of integrated services (DfES, 2004b). Critical to children being able to participate fully and to experience a degree of success (Mittler, 2000), is practitioners’ of awareness of their approaches towards teaching children and the creation of positive learning environments