在现代，学校采取支持儿童的全纳教育政策越来越重要，无论他们的个人需求如何(教育和技能部:资格和课程权威，1999年)，能够参加当地的学校(Dash, 2006年)。毫无疑问，要实施全面包容的政策，还有很多工作要做(教育标准办公室[Ofsted]， 2004年)，尽管从业者和教育机构更清楚自己对有特殊需要的儿童的责任。的催化剂,这是每个孩子都重要倡议,强调儿童的必要性被教的技能使他们保持健康和安全,能够享受,实现,使一个活跃的、积极的贡献和能够努力在他们的未来财务状况稳定生活(部门教育和技能(王凯),2004)。该文件以《2004年儿童法》为高潮，以《沃诺克报告》(1978年)和其后的《1981年和1996年教育法》的工作为基础。这些文件对什么是“特殊需要”作出了具体定义，并首次将责任分配给地方当局内的具体机构。很明显，为孩子，甚至是家庭提供必要的技能以使他们能够成功(Knowles, 2009)，这涉及到通过提供综合服务来消除任何/所有学习障碍(Booth等，2000)(DfES, 2004b)。对于儿童能够充分参与和体验一定程度的成功至关重要(Mittler, 2000)，是实践者意识到他们教育儿童的方法和创造积极的学习环境.
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