paper代写：儿童教育
所有的孩子都需要教育。它是社会需要提供的基本权利之一。提供这种教育和传授知识的方式可能取决于儿童的独特情况。每个孩子的需求都是主观的和独特的。应使教育制度全面，以确保该制度能适应每个儿童的需要(Hocutt, 1996)。人的尊严要求所有儿童都有受教育的权利。强迫有特殊需要的儿童呆在单独的环境中，造成了他们被隔离的情况。“主流化”是一个确保孩子们能够在限制最少的环境中与同龄人进行互动的过程。包容性因素使儿童成为社会的一部分(Hocutt, 1996)。这使得有特殊需要的儿童能够被纳入社会。它还能培养宽容和同理心。坎宁安的Kilberry Valley学校基本上就是用这种意识形态运作的。他们招收学生，试图帮助学生发挥他们的潜力。在这个过程中，所有的孩子在发展阶段互相了解。
paper代写：儿童教育
然而，在这一进程中，也应该考虑到有特殊需要的儿童需要特别的注意和资源。由于儿童的需要是独特的，因此需要为每个儿童纳入专门的培训模块。从表面上看，包容似乎是正确的道德途径。然而，这种说法只有在满足儿童的主观需要时才会产生结果(Hocutt, 1996)。在某些情况下，比如杰克和库珀，他们会在包容一切的主流学校茁壮成长，但并非所有的孩子都是这样。提供教育的问题是，它不可能是一个为所有孩子量身定做的统一的过程。正是在这样的背景下，单纯地应用包容性规则并期待结果，对儿童是没有好处的。个别学校应该满足每个孩子的要求。对这种做法的普遍批评是存在学生隔离的危险。
paper代写：儿童教育
All children require education. It is one of the basic rights that need to be provided by the societies. Mode of delivering this education and imparting knowledge may be dependent on the unique situation of the child. Needs of each child are subjective and unique. Education system should be made comprehensive to ensure that the system is manoeuvred to meet the requirements of each child (Hocutt, 1996). Human dignity mandates that all children have the right to education. By forcing children with special needs to be in a separate environment it creates a situation where they are segregated. “Mainstreaming” is a process that ensures that children are allowed to interact with their peers in least restrictive environment. Inclusiveness factors foster children to be a part of society (Hocutt, 1996). This allows children with special needs to be included in the societies. It also fosters tolerance and empathy. Kilberry Valley School in Cunningham works fundamentally with this ideology. They have enrolled students and tried to help the students reach their potential. In this process all the children learn about one another during developmental stage.
paper代写：儿童教育
Nevertheless in this process it should also be accounted that children with special needs require special attention and resources. Since the children’s needs are unique, there is a need to incorporate specialized training module programs for each child. From an apparent perspective, inclusiveness will seem to be the right moral approach. Nevertheless this account will bear fruition only if it meets the subjective needs of the child (Hocutt, 1996). In some cases such as the case of Jake and Cooper they will thrive in inclusive mainstream school but this is not the case for all children. Issue with providing education is that it cannot be a uniform tailor which made process for all children. It is in this context that simply applying inclusiveness rule and expecting results will not benefit the children. Individual schools should be made to meet the requirements of each child. General criticism of this approach is that there is danger of segregation of students.