As the authors of the Inclusion Charter mark, restructured regular public schools would have to change to adopt for diverse needs. It also includes the attraction of special needs teachers to the inclusive education and special facilities for deaf and blind kids, so that they stress will be eased while assimilating. Additional trainings would be organized for teachers who will work with special needs children in their classroom to develop individual skills and interests that would be essential in the work with special groups.

As the research suggests the most effective way to break stereotypes (negative evaluation of the person by specific attributes) can be only in the planned and personal interaction of those who are “marked” and those who are not. UNESCO’s Salamanca Statement supports the influence of inclusive education in the forming of an inclusive and equal society. As it says: “Discrimination in education leads to discrimination in society. Discrimination breeds prejudice. Children learn through observation and imitation. They are likely to start perpetuating discriminatory practices much before they can understand the word “discrimination” and to internalize underlying prejudices in the same way as they accept any other facet of the way of life in their family and community. Prejudice is sustained from one generation to another through social usage.” The main document that enforces the introduction of the inclusive education is the Convention on the Rights of the Child in 1991.It was accepted by UK Government, and it agreed to fulfill all the obligations set out in the Convention and to assist education in financial and legislature support to make the principles stated in this document come true. This also means that such organizations and authorities as Central Government, LEAs, and local schools have to be involved in this process as well.

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