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Abstract：
Despite the development of policies and research supporting it, inclusion remains a challenge in contemporary education. We have developed a theoretical model for implementing inclusive education, thereby supporting early childhood education quality. It is necessary to establish the applicability of this model in order to apply it to improve the practices for adopting inclusive education. We conducted a case study, which showed that all levels and key characteristics of the theoretical model were also relevant in practice. However, as a result of the case study, the features describing the key characteristics were modified compared with the initial model. Additionally, the case study revealed that some of the features did not appear in practice. Those undetected features were mostly related to understanding the concept of inclusive education and the philosophy of inclusion. There appeared a need for a clearer understanding of inclusion on both the institutional and state level. The implementation of inclusive education does not in itself always increase inclusion or reduce exclusion. Therefore, when implementing inclusive education, it is necessary to think carefully about what is being done to allow all children to be meaningfully involved in the same classroom and by their teachers.
摘要：
尽管制定了支持它的政策和研究，包容仍然是当代教育的挑战。我们建立了实施全纳教育的理论模型,从而支持幼儿教育质量。有必要建立该模型的适用性，以便将其应用于改进采用包容性教育的做法。我们做了一个案例研究,这表明理论模型的各个层次和关键特征在实践中也是相关的。然而,作为案例研究的结果，与初始模型相比，对描述关键特征的特征进行了修改。此外,案例研究表明，一些特征在实践中没有出现。这些未被发现的特征主要与理解包容性教育的概念和包容性哲学有关。似乎需要在机构和州一级对包容性有更清晰的理解。实施包容性教育本身并不总是增加包容性或减少排斥。因此,在实施包容性教育时，有必要仔细考虑正在采取什么措施让所有孩子有意义地参与同一课堂和他们的老师。
