Abstract
This paper provides a framework for understanding inclusion in Cyprus. The evidence base is the result of a six-month qualitative research study in five Cypriot mainstream primary schools. Despite the rhetoric in favour of inclusion, it seems that the Cypriot educational system is still highly segregating in its philosophy and does not fully support the active inclusion and participation of all children in the school life. Overall, the framework is grounded on three key themes emerging from the research: inclusion is concerned only with the education of specific groups of children; the medical model is still prevalent within inclusion discourse; and inclusion is understood as consisting of different levels. As a result, a restructuring and transformation of inclusive education are necessary so as to reduce marginalisation and exclusion of many children and in particular those who have been identified as having special educational needs.
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