虽然“愿景声明”是一种可信的全纳教育方式，但它是明显的抱负声明。它是一种文化精神，而不是一种包容的战略方法，也没有明确地寻求解决如何在学校实现这一点。这些语句表达了错误和有限的元素。例如:(1)没有提到教学实践或教学策略。毫无疑问，这是“全纳学校”的基本组成部分。(2)学习障碍不可避免;没有能力或技能的人无法接触到课程的部分内容(成为学校管弦乐队的一员需要音乐能力)。(3)提倡教育成功和高期望的风气可能会使一些成绩较差的学生感到被教育系统排斥和没有价值(Barber, 1996;哈米尔2008;Mackenzie 2008和Wilson 2000)。有了总结性考试制度，能力较低的学生如何才能感到成功和可信?这种教育方式是否鼓励一些学生感到被学校和教育系统排斥在外?以学术成就为标准来衡量我们的自我价值和成功，并不支持“全纳学校”。大多数学生不会取得最好的成绩，也不会在任何级别上取得很高的成绩。Barber(1996)指出，成绩不佳是学生不满和被排斥在学校之外的一个原因，而在排名表和社会压力的推动下，学校的高期望氛围加剧了这一现象。Barber(1996)提出，成绩不佳会导致不满和排斥的恶性循环，使学生感到被边缘化，与教育系统脱节。在一个高期望值和教育成功的氛围中，低能力的学生怎么能感到自己被包括在内?
Although the ‘statements of vision’ are a credible approach to inclusive education, it is notably palpable statements of aspiration. It is a cultural ethos rather than a strategic approach to inclusion and does not tangibly seek to address how this is achieved in schools. The statements express elements that are mistaken and limited. Such as: (1) There is no mention of teaching practice or teaching strategies. Without doubt, this is a fundamental part of an ‘inclusive school’. (2) Barriers to learning are inevitable; parts of the curriculum are not accessible to those without the ability or skill set to access them (being part of the school orchestra requires musical ability). (3) Promoting an ethos of educational success and high expectations may enable some lower achieving pupils to feel excluded and worthless from the education system (Barber, 1996; Hamill 2008; Mackenzie 2008 and Wilson, 2000). With the presence of a summative examination system, how can lower ability pupils feel successful and credible? Is this approach to education encouraging some pupils to feel excluded from school and the education system?To value our self-worth and success based on a criterion of academic achievement does not support an ‘inclusive school’. Most pupils will not achieve top grades and will never score very highly on any scale. Barber (1996) suggests that underachievement is routed as a cause of disaffection and exclusion from school, which has been heightened by a climate of high expectations in schools, fuelled by league tables and social pressure. Barber (1996) proposes that underachievement leads to a vicious circle of disaffection and exclusion, which enables pupils to feel marginalised and detached from the education system. In a climate of high expectations and educational success how can lower ability pupils feel included?