影响米甲学习计划的主要因素包括他无法沟通。10到12岁的孩子一般都不愿意与他人交流，因此米哈尔也不愿意与他的同伴交流。随着时间的推移，学校里不同的娱乐活动变得多余，孩子们最终会寻找新的工具来玩或修改现有的游戏，为游戏过程增添一些变化。米甲也面临着以适当方式说话的抑制。这意味着米甲无法用正确的语言来表达特定的事情或事件。此外，Michal无法与同学和老师进行任何有趣的活动(Lipsky & Gartner, 2013)。这一因素造成了米哈尔与其他学生疏远的风险，而这种疏远并不受全纳教育计划的支持。因此，我们在内部和外部学习环境中都进行了改进。米哈尔可以利用彩色拼图、手指彩绘、纸牌盒、棍棒和戒指、体育锻炼和许多其他活动来提高学习体验。在教室外，米哈尔可以从事一些活动，如球类运动，跑步，猴子酒吧，帐篷隧道和捉迷藏。这些活动确保了儿童的体育活动，而体育活动反过来又促成了全纳教育的丰硕成果。
全纳教育的定义是在学习过程中包含学生和过程的过程。学习过程中各种活动的融入与学生学习过程的参与之间的协调是全纳教育的基础(Salvia, Ysseldyke & Witmer, 2012)。只有教师参与到教育过程中，全纳教育的目标才能实现。学生也需要参与学习过程，以确保教育计划的成功。
The assessment report is directed towards planning the educational plan for a child named Michal. The factors considered for development of educational objectives for Michal include his skills, drawbacks, habits, age and interests. Personnel who are engaged in the process of providing education must understand the inherent abilities of Michal and prepare a teaching process which can help the student, Michal, in realizing his actual potential. The teachers of Michal need to understand the strengths of the child and implement suitable methods to tap into his intellectual expertise (Mittler, 2012). This offers the student an opportunity to explore ingrained qualities and apply them in practical situations.
The individual action plan for Michal is dependent on his strengths as the foremost factors to be considered. The learning capabilities possessed by Michal include proficiency in varying assortment of subjects such as science and literature. Michal is also known for active involvement in the learning process. Furthermore, the child possesses an exceptional photographic memory which enables him to retain majority of concepts and topics taught to him (Mitchell, 2014). The behavior of Michal in learning atmosphere is also another factor to be considered while formulating individual goals for Michal’s education. Michal is an affectionate student and is adored by teachers for his respectful attitude at school. The necessity of inclusive education for Michal is addressed by formulation of a set of goals which facilitate compensation for various learning needs of the child.
The issues which are major influences in the learning plan for Michal include his inability to communicate. Children of 10 to 12 years are generally hesitant to communicate with each other and hence Michal is also doubtful of communications with his mates. The different recreational activities at school become redundant over the course of time and children end up looking for new tools to play or modify the existing games to add a twist to the proceedings. Michal also faces the inhibition of talking in an appropriate manner. This means that Michal is unable to use the right words to communicate particular things or incidents. Furthermore, Michal is unable to engage in any sort of playful activity with peers as well as teachers (Lipsky & Gartner, 2013). This factor creates risks of alienation of Michal from the other students which is not favored by an inclusive education plan. Hence, improvements are introduced in the internal as well as external learning environment. Michal can make use of colour puzzles, finger painting, and box of cards, sticks and rings, gym exercise and many more activities to improve the learning experience. Outside the classroom, Michal can engage in activities such as ball games, running, monkey bar, tent tunnels and hide and seek. These activities ensure physical activity for children which in turn account for prolific results of inclusive education.
Inclusive education is defined as the process of including student along with procedures in the learning process. Coordination between inclusions of various activities as described above in the learning process and involvement of students in the learning process forms the basis of inclusive education (Salvia, Ysseldyke & Witmer, 2012). Goals set for inclusive education cannot be successful only if teachers are involved in the education process. Students also need to be involved in the learning process in order to ensure success of the education plan.