It was hypothesized that the emphasis of the teachers when instructing special needs students was on psychological diagnosis rather than instructional counseling, and this emphasis would affect the ability to conduct the governmental educational policy on inclusive education.
Gengið var út frá þeirri tilgátu að áherslan væri á sálfræðilegar greiningar frekar en kennslufræðilega ráðgjöf sem hefði áhrif á hvernig gangi að framfylgja stefna stjórnvalda um skóla án aðgreiningar.