本篇essay代写-南非全纳教育成功的研究讨论中，实现全纳教育的好处方面可能存在差距，这些问题的主要原因是缺乏对政策状况的明确说明和缺乏适当的执行。这再次证明了一个事实，即全纳教育可以成功，如果系统的目标是明确的，并使其变得特别不可或缺(Keeffe & Carrington, 2007)。报告指出，政治干预、教育政策、实现全纳教育成功的资金来源，在提高全纳教育政策的重要性方面发挥了关键作用。因此，全纳教育体系的缺失并不是普遍存在的，而在于它的动力、政治和财政支持，这使得全纳教育成为一项社会和政策重点。如果实现了决定全纳教育成功与否的外部因素，那么通过修修补补、循序渐进的方式来弥补和装备内部的缺陷，就可以实现健全的全纳教育体系。有关essay代写-南非全纳教育成功的研究讨论分享给同学们阅读。
In deciding to impose measuring criteria for special school students in inclusive education, there are complex opinions that are not aligned to the benefits provided by inclusive education. Pat Linkhorn, who is a consultant for parents of special children and a parent himself argues that the inclusive education system is not a one-size-fits-all program (“Education World: Special Education Inclusion”, 2017). Linkhorn claimed that his autistic daughter Kimberly, despite having shown good progress in post school arena, could have progressed more if precise focus and attention on building her self-image and attention to social skills would have been included. This is natural on part of a parent who wants the most normal perspective and perception about their special children, but the primary condition is to include more special needs in the inclusive settings, which are paramount for the development of all students, irrespective of their disabilities and abilities.
Andaya et al. (2015) conducted a study on the assessment of the implementation of inclusive education for special students and found out that the concerns of non-disabled parents is comfortably handled and settled when the inclusive system is implemented on special students. This clarifies the concerns of parents of non-disabled that their children could in fact degrade their learning skills and would be subdued in realising their potential. This also clarifies the gradual elimination of the social exclusion of the disabled, stereotyping disabled students, and shifting away from society constructed exclusion ideologies to an inclusive society development. Teachers must understand that social exclusion is always in progress by the ones who benefit from oppressing, therefore they must develop their own understanding of inclusive education and bar all societal norms that motivate and influence exclusion (Carrington & MacArthur, 2012).