{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,23]],"date-time":"2026-10-23T20:49:49Z","timestamp":1792788589776,"version":"4.5.0"},"update-to":[{"DOI":"10.12688\/f1000research.188764.1","type":"new_version","label":"New version","source":"publisher","updated":{"date-parts":[[2026,9,18]],"date-time":"2026-09-18T00:00:00Z","timestamp":1789689600000}}],"reference-count":36,"publisher":"F1000 Research Ltd","license":[{"start":{"date-parts":[[2026,9,18]],"date-time":"2026-09-18T00:00:00Z","timestamp":1789689600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"This research was supported by the Department of Public Administration, Faculty of Humanities and Social Sciences, Khon Kaen University.","id":[{"id":"https:\/\/ror.org\/03cq4gr50","id-type":"ROR","asserted-by":"crossref"}]}],"content-domain":{"domain":["f1000research.com"],"crossmark-restriction":false},"short-container-title":["F1000Res"],"abstract":"<ns3:p>Background Thailand has formally committed to inclusive education for three decades, yet its schools continue to fall short of the transformative vision set out in the Salamanca Statement. Existing explanations attribute this gap to implementation failure insufficient resources, weak enforcement, or inadequate training. Implementation factors alone do not sufficiently explain this persistence, which also reflects a paradigm misalignment between Thailand\u2019s welfare-oriented policy architecture and the rights-based model of disability underpinning international inclusive education norms. Methods The analysis integrates policy paradigm theory, the rights-based model of disability under the Convention on the Rights of Persons with Disabilities, and Universal Design for Learning as a combined analytical framework. Thai legal instruments enacted since 1999, together with the empirical literature on their implementation, are synthesised to trace the depth of policy change achieved and to identify the structural conditions that have constrained it. Results Legislative reform since 1999 has produced first- and second-order change new instruments, budget allocations, and support services without disturbing the single-standard logic that continues to organise curriculum, assessment, and teacher practice. Four interlocking structural conditions sustain this misalignment: a school system built around the average learner, a charity-oriented framing of disability, a standardised assessment regime, and a teacher role confined to curriculum implementation rather than learning design. The analysis proposes a theoretical mechanism, termed the \u201cmoral trap,\u201d describing how a culturally legitimised charity ethic absorbs rights-based reform and shields the existing paradigm from structural challenge even after formal legal transformation. Conclusions Building on these findings, the article proposes a Universal Design for Learning-Based Paradigm Realignment Framework, together with a four-question diagnostic tool, as a pathway toward third-order change that is potentially compatible with, rather than disruptive of, Thailand\u2019s existing administrative structure across curriculum, assessment, and teacher professional development one that does not require dismantling Thailand\u2019s centralised bureaucratic structure.<\/ns3:p>","DOI":"10.12688\/f1000research.188764.2","type":"journal-article","created":{"date-parts":[[2026,9,18]],"date-time":"2026-09-18T10:09:09Z","timestamp":1789726149000},"page":"1395","update-policy":"https:\/\/doi.org\/10.12688\/f1000research.crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Inclusive Education without Paradigm Change: Explaining Thailand\u2019s Misalignment with the Salamanca Vision"],"prefix":"10.12688","volume":"15","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-0410-7297","authenticated-orcid":false,"given":"Pongmanut","family":"Deeod","sequence":"first","affiliation":[{"name":"Faculty of Humanities and Social Sciences Nai Mueang Khon Kaen 40002 Khon Kaen University"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"2560","published-online":{"date-parts":[[2026,9,18]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"109-124","DOI":"10.1007\/s10833-005-1298-4","article-title":"Developing inclusive education systems: what are the levers for change?.","volume":"6","author":"M Ainscow","year":"2005","journal-title":"J. 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In the revision, we will clarify that the core contribution is the paradigm misalignment concept and moral trap proposition rather than the underlying theories themselves; make the document search strategy and coding process transparent; strengthen the evidentiary link between the four structural conditions and source documents; reframe the moral trap explicitly as an untested theoretical proposition; moderate absolute language throughout; and update references with 2020\u20132026 literature. We will also add a limitations section. A revised version will follow shortly.","URL":"https:\/\/f1000research.com\/articles\/15-1395\/v2#referee-comment-17127","order":1,"name":"referee-comment-17127","label":"Referee Comment","group":{"name":"article-reports","label":"Article Reports"}},{"value":"10.5256\/f1000research.208335.r513067, Madiha Khadim, Govt. College Women University Faisalabad, Punjab, 08 Sep 2026, version 1, indexed","URL":"https:\/\/f1000research.com\/articles\/15-1395\/v1#referee-response-513067","order":2,"name":"referee-response-513067","label":"Referee Report","group":{"name":"article-reports","label":"Article Reports"}},{"value":"<b>Pongmanut Deeod<\/b>; \n<i>Posted: 08 Sep 2026<\/i>; Thank you for the constructive feedback. In the revision, we will: operationalize the coding scheme and report the search strategy and corpus size, clarifying whether the four structural conditions were derived inductively or a priori; strengthen and consistently temper the moral-trap hypothesis, drawing on secondary literature where possible; engage more with disconfirming evidence; address why a reform within the same bureaucratic-cultural structure would avoid the same absorption dynamic; and ensure Table 1 is complete. A revised version will be submitted shortly.","URL":"https:\/\/f1000research.com\/articles\/15-1395\/v2#referee-comment-17128","order":3,"name":"referee-comment-17128","label":"Referee Comment","group":{"name":"article-reports","label":"Article Reports"}},{"value":"10.5256\/f1000research.208335.r513071, Jonathan Chitiyo, University of Pittsburgh Bradford, Bradford, Pennsylvania, 15 Sep 2026, version 1, indexed","URL":"https:\/\/f1000research.com\/articles\/15-1395\/v1#referee-response-513071","order":4,"name":"referee-response-513071","label":"Referee Report","group":{"name":"article-reports","label":"Article Reports"}},{"value":"This research was supported by the Department of Public Administration, Faculty of Humanities and Social Sciences, Khon Kaen University. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.","order":5,"name":"grant-information","label":"Grant Information"},{"value":"This is an open access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.","order":0,"name":"copyright-info","label":"Copyright"}]}}