Inclusive education means that all pupils, regardless of their ability, gender and race, can study with their peers in the school closest to their place of residence. When enrolling students with special needs in a school, the quality of the student’s academic and social inclusion is equally important. The study aims to analyze the single case of inclusion of a boy with a hearing impairment in a mainstream school X to answer the research questions: how do teachers deal with a pupil with hearing impairment and his needs in the classroom, what are the peculiarities of a hearing-impaired child’s learning, what support (academic and social) is provided to the boy to promote his inclusion in school and the classroom? In the qualitative study, semi structured interviews were conducted with the boy with a hearing impairment and 5 teachers of school X and the boy’s father, they were analyzed using content analysis. Three main categories emerged from the data: (1) support provided by teachers/school; (2) social participation in the classroom, school, friendships, (3) barriers for inclusion. There were two time periods in the first category suggested: (a) before the boy was identified as a child with special needs and (b) after the statement on special needs were received. There were several sub-categories that emerged from the transcripts: support measures provided to a child with a hearing impairment in the classroom, organizational response of the school to a child with a hearing impairment, the visible and invisible aspects in social participation of a child with hearing impairment in a mainstream school. The study highlighted that the academic and social inclusion experience of a child with a hearing impairment in a mainstream school may differ before and after receiving the statement from the Pedagogical Medical Commission on the child’s special needs. The study discusses whether the statement of a pupil’s special needs may become a new barrier to inclusive education that encourages schools to develop new exclusionary practices.

Responsibility for the inclusion of students with different learning needs in society should be shared equally by all: teachers, parents, education policy makers, local and national authorities, etc. It is not and should not be the sole responsibility of the educational institution, teachers and professionals of the support team. Inclusive education is an integral component of education policy, while a system of support measures is a key condition for inclusive education. Any student with learning difficulties must receive appropriate support measures in order to be able to learn in mainstream education. It is essential that student`s learning difficulties are identified as early as it is possible, so that individualised and professional support is provided on time. The humanistic pedagogical framework of the chosen teaching and learning strategy is important. Such approach consists of the varied, targeted and professional application of pedagogical approaches and methods appropriate to each student. This is an essential prerequisite for the successful implementation of inclusive education. Using theoretical research methods - analysis of literature and normative acts, as well as empirical research methods - survey, statistical analysis of results and visualisation of data, the aim of the article is to identify existing challenges and develop proposals for successful implementation of inclusive education in comprehensive educational institutions for students with learning difficulties. As a result of the study, the authors developed a number of recommendations for local authorities as school founders, school administrators, teachers and support team professionals in order to help the implementation of inclusive education at schools more effectively. The results of the study confirm the lack of resources for meaningful and effective implementation of inclusive education in educational institutions, as well as reflect the support measures applied by educational institutions for pupils with learning difficulties, identifying influencing factors in the implementation of inclusive education.