然而，尽管包容性的话语包含了似乎与特殊教育需求的医学化相悖的观点，但有证据表明，这并不是一种有效地传递给学生的信息，导致对与所谓“正常”儿童没有明显区别的儿童的歧视性待遇。根据Abberley的研究，医学模型发现了与疾病的不同，并试图以标准治疗的影响来量化个体的缺陷。奥利弗认为，从历史上看，教育评估已经确定了一个孩子的特殊功能障碍，以便对其进行治疗。另一方面，把有特殊教育需求的孩子视为社会的重要成员，他们完全是“正常”的人，只是碰巧有这些“额外的差异”。英国所有的学校都有一份特殊教育需求的学生登记册，它包含学生学习需求的详细信息，包括他们正在经历的任何情感和行为困难的信息。这一信息用于制定个人教育计划(IEP)，该计划概述了教职工在教学中应包括的学习目标。
加拿大圭尔夫代写论文:包容性的话语
However, although inclusive discourse encompasses ideas that appear to be contrary to the medicalisation of special educational needs, evidence reveals that this is not a message that has been delivered effectively to pupils leading to the discriminatory treatment of children who are not obviously different from so-called 'normal' children. According to Abberley the medical model sees difference in relation to disease and endeavours to quantify individual impairments in terms of implications for standard treatments. Oliver argues that educational assessments have historically identified the particular dysfunctional characteristics of a child in order to prescribe treatment. Inclusion on the other hand, views children with special educational needs as valued members of society who are totally 'normal' people who just happen to have these 'extra differences'. All schools in the UK have a register of pupils with special educational needs which holds details of pupil's learning needs and includes information regarding any emotional and behavioural difficulties they are experiencing. This information goes towards the development of an individual education plan (IEP), which outlines learning targets for staff to include in their teaching.
