对于那些有例外和他们的社区的学习者来说，理解这些问题是非常重要的。个人的开放性、沟通、知识和教学知识与学习者的决策和计划有关，例如，这些方面是学习者发展的重要因素。换句话说，教学领导和协作在学校里是很重要的，以确保学生的需求得到满足。此外，值得注意的是，尽管新西兰的全纳教育可以有效地利用社会和多样化的利益;许多家长和家庭都选择了特殊教育，这是由于广泛的资源，一些全纳教育的教育环境可能没有。实施包容性教育中所讨论的战略代价高昂。调整教学策略和课程需要资源，而资金是一个问题，因为所有不同部门都有很高的需求，比如包容和特殊学校想要“一块蛋糕”。(Eades, Leech & Tuenter 2010)。这仍有许多原因，但可能是由于人们普遍意识到学习者的“局限性”，以及对所有其他学生在全纳教育中所占比例的影响和影响。
Understanding the issues for teaching professionals of learners with an exceptionality and their community is vastly important for all stakeholders involved. Openness, communication, knowledge and pedagogical knowledge amongst individuals is especially relevant in regards with decisions and plans relative to the learner, such as the I.E.P. These aspects are important and contributing factors to a learner’s development. In other words, instructional leadership, and collaboration together are important within a school to ensure the learners’ needs are met. Furthermore it is also important to note that although inclusive education in New Zealand can be effective with social and diverse benefits; many parents and families are choosing special education due to extensive resources that some inclusive education schooling environments may not have. Implementing the strategies discussed in inclusive education is costly. Adapting teaching strategies and the curriculum requires resources, and funding is an issue as there is a high demand from all different sectors such as inclusive versus special schools wanting a “piece of the cake”. (Eades, Leech & Tuenter 2010). This is still being addressed for a number of reasons but could possibly be due to a general awareness of the “limitations” for learners with an exceptionality, and the effects and impact at large on the greater proportion of all other students in inclusive education.