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Cancer has traditionally been conceptualized as a solely somatic disease; however, emerging evidence underscores the extent to which its treatment and lived experience are profoundly mediated by spatial factors. This study undertakes a qualitative meta-synthesis of interdisciplinary literature to critically examine how diverse spatial environments—architectural, relational, ecological, and symbolic—constitute integral dimensions of cancer care. Drawing on empirical and theoretical contributions from psycho-oncology, environmental psychology, nursing science, and therapeutic design, the analysis advances the argument that space operates not as a passive setting but as an active co-constituent shaping physiological, psychological, and existential outcomes. The synthesis reveals that therapeutic architecture, relational closeness, ecological embeddedness, and symbolic spatial cues significantly affect patient well-being, caregiver capacity, and the efficacy of care delivery systems. These findings challenge the prevailing biomedical paradigms that marginalize spatial determinants and instead support the adoption of a relational-material framework for understanding and enhancing care. Spatial dimensions of healing—encompassing safety, familiarity, identity reinforcement, and continuity—are shown to promote resilience and agency, particularly within vulnerable settings such as home-based palliative care and survivorship programs. The paper concludes by emphasizing the imperative for spatial literacy within oncology education, practice, and policy. It calls for a reconceptualization of care environments that bridges the gap between empirical insights and clinical implementation, thereby advancing a model of cancer care that is ethically grounded and spatially responsive.

Purpose: Inclusive education plays an important role in improving the situation of students with special needs. The present study was conducted with the purpose of developing a local model of inclusive education for students with special needs in the exceptional education organization due to the lack of a local model in this field. Methodology: This study was applied in terms of purpose and qualitative in terms of execution method. The research community was professors and experts in educational management and psychology of exceptional children in the field of inclusive education in Tehran in 2020-21, and 10 people were selected as a sample using the purposeful sampling method according to the principle of theoretical saturation. The tool of the present study was a semi-structured interview, which its validity was confirmed by the opinion of experts and its reliability was calculated by the coefficient of agreement between two coders at 0.85. TO analyze data, the method of coding and thematic analysis was used in MAXQDA version 20 software Findings: The findings indicated that the local model of inclusive education for students with special needs had 40 indicators, 16 components and 7 categories; so that the categories included the development of cultural capital, development of human resources, communication between family and school, preparation of educational infrastructure, response to educational needs, continuous monitoring and follow-up, and continuous interaction with education. Finally, the local model of inclusive education for students with special needs was designed and developed in the exceptional education organization. Conclusion: The results of this research can be used by specialists and planners of exceptional education. Through planning to improve the components and categories identified in the current research, they can provide the basis for improving inclusive education for students with special needs in exceptional education organizations.