研究人员发现，对于那些有幸参加全纳教育的人来说，他们会发现自己拥有更多的自我价值。另一方面，教师对包容的态度对包容工作有直接的影响。如果教师不开放和宽容孩子的身体需要，孩子就不会有放松和仁慈。教师需要耐心地对待学习速度较慢的学生，无论能力如何，都要承担融入活动的责任。教师首先要看到孩子，然后才能认识到残疾。直到1970年，许多残疾儿童都被认为是可以接受教育的。1970年以前，儿童与家庭隔离，并进入特殊的医院或机构。1978年，Warnock的报告是有史以来对特殊教育需求的最大调查，该报告首次将残疾儿童融入主流学校的问题。在玛丽·沃诺克(Mary Warnock)男爵夫人(Baroness Mary Warnock)被纳入主流学校近30年后，她承认“被纳入主流学校”失败了。玛丽·沃诺克(Mary Warnock)表示并承认，学校并不总是为残疾儿童提供适当的教育，并建议对该制度进行彻底的检讨。
Researchers found that for those who are fortunate to participate in an inclusive education do find themselves to have more self worth. On the downside, teachers' attitudes to inclusion have a direct effect on inclusion working. If teachers are not open and tolerant to the child's physical needs the child will not be has relaxing and benevolent. Teachers need to be patient with students who learn at a slower pace and accept the responsibilities of incorporating activities to suit regardless of ability level. It's imperative that teachers sees the children first then recognise the disability.Many disabled children were considered has ‘in educable' until 1970. Before 1970 children were segregated from their families and put into ‘special' hospitals or institutions. In 1978 the Warnock Report was the biggest ever investigation into SEN (Special Educational Needs), this report put the issues of integration of disabled children in mainstream schools for the first time. Nearly 30 years after Baroness Mary Warnock ‘inclusion' into mainstream school, she acknowledges that ‘inclusion' had failed. Mary Warnock stated and admitted that ‘schools did not always provide properly for children with disabilities and proposed a radical review of the system.