包容性是包容性教育的核心原则，它不同于特殊教育，特殊教育是孤立的，只局限于特殊教育和残疾人教育。对所有人来说都是类似的教育包容年，通过相同的标准和标准来评判所有学生(Day & Travers, 2012)。而特殊教育的标准不严格，教学质量不高，教育质量不高，影响了学生的综合素质。全纳教育迫使所有的学生都得到提升，并要求他们提高自己的能力和理解力，使他们更平等、更平等。特殊教育缺乏开展包容性教学的热情，这种教学旨在让学生具备全球竞争力，培养他们成为更负责任的公民。具有讽刺意味的是，当认知发展和能力在上学期间提高时，这是一个必须对所有特殊学生实施包容因素的时期(Forlin & Loreman, 2014)。这是因为，如果特殊儿童从未接触过正常的教学和师范生，他们将不会受到挑战，被限制在自己的舒适区。他们每年需要取得的进步仍然没有实现，这似乎是故意故意将特殊学生排除在主流的全纳教育体系之外。
Inclusiveness being the key principle of inclusive education, it differs from special education which remains isolated and only confined to the special and the disabled ones. Inclusiveness years for an education which is similar for all and judges all students through the same defined benchmarks and criteria (Day & Travers, 2012). Whereas, special education has less stringent criteria and the teaching, education is lacklustre, which is brought down to the level of the students ability. Inclusive education forces a raise on all students and challenges them to raise their level of abilities and understanding and make them more equivalent and one. Special education lacks the fervour with which the inclusive teaching takes place, which is to prepare the school students to be globally competitive and develop them into more responsible citizens. The irony of the fact is that when cognitive development and capabilities rise during school period, this is the time when the inclusiveness factor must be implemented for all special students (Forlin & Loreman, 2014). This is because if special children are never exposed to normal teaching and normal students, they will remain unchallenged and confined in their comfort zones. The yearly progress they are required to achieve would remain unachieved and this could seem as an intentional and deliberate exclusion of special students from mainstream inclusive education system.