Society perceives education as an investment in transforming school communities and its students into democratic inclusive citizenship (Barr & Smith, 2009). This transformation cannot happen without the essential elements of inclusive education such as teacher tactfulness, connectedness and awareness of the learning needs of individual students (Van Manen, 1991; Lingard, 2007). In agreement with Norwich (2014) the paper defines inclusion as an appreciation for a mixture of values, equal opportunity, social respect, participation and solidarity in learning and teaching environments without sacrificing students’ individuality. Concerns about classrooms as inclusive learning environments and teachers’ preparedness to accommodate the learning needs of all students in their classrooms turn focus to the meaning of out-of-field teaching for inclusive education. Riddell (2009) noted that teachers’ acceptance and tolerance for students with specific behavioural and learning needs is declining. This paper underlines how the complexities which are already part of inclusion into mainstream schooling become influential dilemmas because of the out-of-field phenomenon. Out-of-field teaching entails teachers teaching subjects or year levels outside their field of qualification. Research (Ingersoll, 2002) noted it as a widespread concern which has implications for all stakeholders. Smith and Barr (2008) explained how communal and relational experiences for students, their parents and teachers have significant implications for progress in successful inclusive education. This transnational, qualitative study is supported by Gadamer’s (1975) hermeneutic philosophy of understanding through a fusion of horizons, looking through the various ‘lenses’ of educational directors, school leaders, specialist and out-of-field teachers and parents the paper explores specific lived experiences. The findings unveil the life-world of teachers in out-of-field teaching positions and what it means for students with special learning needs and their parents. Improvement strategies and policies turn focus to the interrelationship between leadership decisions, policy shortcomings, inclusive education, and the out-of-field phenomenon.

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