Andaya等(2015)对特殊学生全纳教育实施情况进行了评估研究，发现在对特殊学生实施全纳教育时，非残疾家长的担忧得到了妥善处理和解决。这澄清了非残疾人父母的担忧，即他们的孩子实际上可能会降低他们的学习技能，并在实现他们的潜力方面受到抑制。这也阐明了逐步消除社会对残疾人的排斥、对残疾学生的刻板印象、从社会建构的排斥意识形态向包容社会发展的转变。教师必须明白，社会排斥总是由那些从压迫中受益的人进行的，因此，他们必须发展自己对全纳教育的理解，禁止所有激发和影响排斥的社会规范(Carrington & MacArthur, 2012)。
In deciding to impose measuring criteria for special school students in inclusive education, there are complex opinions that are not aligned to the benefits provided by inclusive education. Pat Linkhorn, who is a consultant for parents of special children and a parent himself argues that the inclusive education system is not a one-size-fits-all program (“Education World: Special Education Inclusion”, 2017). Linkhorn claimed that his autistic daughter Kimberly, despite having shown good progress in post school arena, could have progressed more if precise focus and attention on building her self-image and attention to social skills would have been included. This is natural on part of a parent who wants the most normal perspective and perception about their special children, but the primary condition is to include more special needs in the inclusive settings, which are paramount for the development of all students, irrespective of their disabilities and abilities.
Andaya et al. (2015) conducted a study on the assessment of the implementation of inclusive education for special students and found out that the concerns of non-disabled parents is comfortably handled and settled when the inclusive system is implemented on special students. This clarifies the concerns of parents of non-disabled that their children could in fact degrade their learning skills and would be subdued in realising their potential. This also clarifies the gradual elimination of the social exclusion of the disabled, stereotyping disabled students, and shifting away from society constructed exclusion ideologies to an inclusive society development. Teachers must understand that social exclusion is always in progress by the ones who benefit from oppressing, therefore they must develop their own understanding of inclusive education and bar all societal norms that motivate and influence exclusion (Carrington & MacArthur, 2012).