代写：包容性教育和特殊性教育的差异
特殊教育是一种特殊的教育体系，特殊的学生由特殊的教师在特殊的学校环境中进行特殊的教育。这些学生不与普通学生一起工作，就像所说的全纳教育一样。这些学校坚持采用符合这些特殊学生的需求、不适、残疾和学习能力的教学标准。这不同于包容，因为学生们的残疾和挑战，他们被单独留在一个隐蔽的环境中，在那里给予他们学习的特别注意。采用这种方法的主要原因是，这些特殊的学生不能像社会上的其他学生那样手拉手地行走和活跃。因此，它忽视了这些学生的能力，并给他们贴上了耻辱的标签。当他们都被孤立，远离包容性教育的时候，这些学生将不会学习到最高社会的包容性原则，因为默认情况下，这是渴望生活在文明世界的人的一个不可避免的先决条件(保罗，2013)。特殊学生是强加给残疾人的一个标签，这样他们就不会成为社会的主流角色，在工作中吸引同情票。这样的教育是不变的，不会挑战学生超越他们的挑战，因为如果不去尝试，没有人会学会独自应对新的挑战
代写：包容性教育和特殊性教育的差异
包容性是包容性教育的核心原则，它与特殊教育不同，特殊教育仍然是孤立的，只局限于特殊和残疾人。对于所有人来说都是相似的、通过相同的标准和标准来评判所有学生的教育来说，这是一种包容性的教育(Day & Travers, 2012)。而特殊教育的标准不那么严格，教学质量也不高，教育质量低下，严重影响了学生的能力水平。全纳教育迫使所有学生提高，并要求他们提高自己的能力和理解力，使他们更加平等和合而为一。特殊教育缺乏包容性教学所具有的热情，这是为了让学校的学生具有全球竞争力，并将他们培养成更有责任感的公民。具有讽刺意味的是，当认知发展和能力在在校期间上升时，所有特殊学生都必须实施包容因素(Forlin & Loreman, 2014)。这是因为，如果特殊的孩子从来没有接触过正常的教学和正常的学生，他们就不会受到挑战，被限制在他们的舒适区。他们所需要取得的年度进展仍未实现，这似乎是有意和有意地将特殊学生排除在主流的全纳教育系统之外
代写：包容性教育和特殊性教育的差异
Special education is a kind of education system, where special students are attended by special teachers in a special school environment. These students do not work with normal students as mentioned inclusive education. These schools are bent on the principle of adapting a teaching standard that fits the demands, discomfort, and disability and learning abilities of these special students. This is unlike inclusiveness because by virtue of the students disabled and challenged they are kept alone in a secluded environment, where special attention is given to them for their learning. The primary reason for adopting this method is the underlying principle that these special students will not be able to walk hand in hand and be as active as the other students in society. Thus, it ignorantly marginalises and imposes a stigma on these students’ abilities, which starts right from special education system. When they are all kept alone and away from inclusive education, these students will not learn the highest societal principle of inclusiveness, which by default is an unavoidable prerequisite for anyone desiring to live in civilisation (Paul, 2013). Special students are a tag that is imposed on the disabled, so that they do not become the mainstream actors of society attracting sympathy votes at work. Such an education stays the same and does not challenge the students to rise above their challenges, because if it is not attempted, none of them will learn to cope with newer challenges on their own
代写：包容性教育和特殊性教育的差异
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
