Applying the Yin-Yang Synergy Model (Y-YSM) in supporting children with special educational needs within the context of inclusive education

This paper examines the application of the Yin-Yang Synergy Model (Y-YSM) in supporting children with special educational needs (SEN) within the context of Inclusive Education (IncluEd). Grounded in traditional Chinese philosophy, the Y-YSM emphasizes the dynamic interaction of complementary forces, namely balance, interdependence, and harmony, as a framework for addressing the diverse needs of learners. Using a qualitative research design based on a systematic literature review, scholarly publications, policy documents, and conceptual studies published between 2015 and 2025 were analyzed to explore the relevance of yin-yang principles in inclusive educational settings. The findings reveal four main themes: (1) balancing individualized support with collective classroom participation, (2) adopting strengths-based educational practices, (3) fostering collaborative educational environments, and (4) promoting holistic student development. The Y-YSM conceptualizes individualized interventions and inclusive participation as complementary rather than competing processes. This is to encourage educational practitioners to integrate accommodations with meaningful social engagement. Furthermore, the model highlights the importance of collaboration among educators, therapists, families, and other stakeholders in creating supportive learning environments. By recognizing strengths alongside challenges and integrating academic, social-emotional, and behavioral dimensions of development, the Y-YSM offers a comprehensive framework for advancing equitable and inclusive educational practices. The paper concludes that the Y-YSM provides both a philosophical and practical lens for supporting children with SEN and recommends future empirical research to evaluate its effectiveness in diverse educational contexts.