Theories of inclusive education usually assume the schooling of all students within the same educational contexts, focusing on presence, participation, and success. However, the current implementation of inclusive education in regular schools has encountered resistance and difficulties that have led to special education schools assuming a complementary role in ensuring that all students’ educational needs are met. In this context, the limited scope of inclusive education theories is evident. Therefore, the present case study addresses the need to develop new theories to adapt inclusive practices to a carpentry classroom workshop. Our research took place in a carpentry classroom workshop in a Catalan special education school and aimed to identify the various meanings that participants (students and teachers) give to inclusive education, especially regarding presence, participation, success, and relationships between students. The results indicate that, while literature on inclusive education is divergent, literature on the Sloyd methodology converges. In conclusion, we invite readers to consider the need for more research on inclusive education in a given context and in relation to the Sloyd educational methodology.

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什么是全纳教育？木工教室车间的声音和观点

全纳教育理论通常假设所有学生都在相同的教育环境中接受教育，重点关注存在、参与和成功。然而，目前在普通学校实施全纳教育遇到了阻力和困难，导致特殊教育学校在确保满足所有学生的教育需求方面发挥了补充作用。在这样的背景下，全纳教育理论的局限是显而易见的。因此，本案例研究解决了开发新理论以使包容性实践适应木工课堂研讨会的需求。我们的研究是在加泰罗尼亚特殊教育学校的木工课堂研讨会上进行的，旨在确定参与者（学生和教师）对全纳教育的各种含义，尤其是在存在、参与、成功和学生之间的关系方面。结果表明，尽管关于全纳教育的文献存在分歧，但关于 Sloyd 方法的文献趋同。总之，我们邀请读者考虑是否需要在特定背景下以及与斯洛伊德教育方法相关的全纳教育进行更多研究。