Informazioni sulle Storie di Inclusione

Informazioni

Riflessione come Strumento per lo Sviluppo Professionale

Il Storie di Inclusione progetto è un'iniziativa multinazionale Erasmus+ che coinvolge otto organizzazioni provenienti da Svezia, Ungheria, Finlandia, Grecia, Italia e Portogallo. La nostra missione è dimostrare che l'istruzione inclusiva è realizzabile, anche in circostanze difficili, fornendo agli educatori la fiducia e le strategie pratiche di cui hanno bisogno.

Utilizzando la metodologia del Cambiamento Più Significativo (MSC), catturiamo le storie umane della pratica inclusiva in sei nazioni europee. Questa "Galleria Vivente" funge da Riflessione come Strumento per lo Sviluppo Professionale, sfruttando multimedia, note vocali e commenti di esperti per colmare il divario tra teoria astratta e la realtà vissuta in aula.

Attraverso la mappatura interattiva e Meta-Riflessione, gli educatori sono invitati ad analizzare e affinare la propria pratica all'interno di una comunità transnazionale collaborativa.

Il nostro Credo

I Principi Guida per le Storie di Inclusione

L'inclusione è una parola e un concetto che porta molte associazioni. A volte queste associazioni si basano su esperienze personali, e a volte la comprensione dell'inclusione è un mero costrutto teorico con poche prove di come venga effettivamente realizzata nella vita reale. Vogliamo colmare il divario tra teoria e pratica evidenziando storie autentiche e vissute di inclusione.

Onoriamo la definizione dell'UNESCO dell'inclusione:

“L'inclusione nell'istruzione si riferisce a un approccio educativo che mira a fornire opportunità di apprendimento eque per tutti gli studenti, indipendentemente dalle loro origini o abilità. Questo quadro sottolinea l'importanza di soddisfare le diverse esigenze all'interno della classe, promuovendo un ambiente in cui ogni studente possa partecipare pienamente. L'istruzione inclusiva promuove l'integrazione sociale e valorizza i contributi di tutti gli individui nel processo di apprendimento.”

And the vision expressed by the European Agency for Special Needs and Inclusive Education:

“Tutti gli studenti di qualsiasi età ricevono opportunità educative significative e di alta qualità nella loro comunità locale, insieme ai loro amici e coetanei.”

Le nostre storie di inclusione riguardano studenti individuali che hanno disabilità o affrontano circostanze che li rendono vulnerabili. Tuttavia, il nostro focus non è sulla disabilità o sulle sfide individuali, ma sui cambiamenti che devono avvenire affinché l'inclusione si realizzi.

L'inclusione riguarda l'impegno di vedere il potenziale in tutti, compresi il personale, i genitori e i caregiver. Spostare l'attenzione dallo studente individuale a un ambiente di apprendimento condiviso progettato tenendo conto di tutti gli studenti fornisce il cambiamento essenziale per una vera inclusione. La sfida principale non è semplicemente comprendere gli studenti individuali. Riconosciamo che l'inclusione riguarda il supporto agli insegnanti affinché si assumano la responsabilità dell'apprendimento di tutti gli studenti simultaneamente; pertanto, la conversazione deve iniziare con l'insegnamento, non con lo studente. Nel momento in cui l'inclusione diventa una discussione su gruppi particolari di studenti, smette di essere una discussione sull'inclusione.

Pertanto, il nostro lavoro sulle storie di inclusione che raccogliamo è centrato sulla riflessione riguardo a cambiamenti significativi attraverso diverse prospettive e livelli: dal livello individuale alle strategie didattiche, all'organizzazione della scuola e alla comunicazione tra la scuola e i soggetti interessati più ampi.

I nostri processi riflessivi ci hanno aiutato a creare un insieme di credenze fondamentali che ci porteranno attraverso il progetto e oltre:

Crediamo

We believe in the power of authentic stories told by those who are at the centre of the experience.

We believe that inclusion is a process.

We believe that sustainable inclusion is rooted in the relational model (link). Having a clear theoretical foundation for our inclusive work is essential, and the relational model serves as that foundation.

We believe in empowerment: teachers, students, and stakeholders both inside and outside of schools can and should be empowered to advance inclusion.

We believe that teaching is about nurturing individuals within a collective environment.

We believe that the true challenge of inclusion is translating individual needs into collective teaching practices. Teachers must be part of this conversation so they can take ownership of universal instruction and assessment.

We believe that reflection and analysis are inclusive ways of learning that strengthen professional mastery.

We believe that reflection must be grounded in a clear model to guide thinking and open up space for constructive, challenging conversations.

Perché?

Why Inclusion Stories from the Classroom?

Across Europe, inclusive education is a shared ambition. Yet turning this ambition into everyday classroom practice remains a challenge.

Teachers work with increasingly diverse groups of learners, each bringing different strengths, experiences and needs to the classroom. While policies and frameworks can point towards inclusion, they cannot show exactly what it looks like in a particular classroom, with particular students, in particular circumstances. Many educators are therefore left asking a very practical question: How can we make inclusion work in everyday teaching?

Inclusion Stories from the Classroom was created to help bridge the gap between policy, theory and practice. Instead of presenting inclusion as an ideal or a fixed method, the project starts with the experiences of teachers and schools themselves.

By collecting and sharing authentic stories from classrooms across Europe, we want to make inclusive practice visible: the choices teachers make, the challenges they encounter, the strategies they try, and the changes that make a difference for students’ participation and learning.

The project is based on a simple but important idea: inclusion is possible, but it is a continuous process rather than a finished destination. By learning from real classrooms and from one another, educators can develop the confidence, knowledge and professional judgement needed to take the next step towards more inclusive education.

Through these stories, we aim to build not only a collection of examples, but a community for learning, reflection and change.

Incontra i nostri educatori

Il Team delle Storie di Inclusione include insegnanti da tutta Europa:

Svezia:Wallberg Education (Richiedente principale) – organizzazione di risorse
Svezia:Kungsgårdsgymnasiet – scuola pubblica
Finlandia:Scuola Albert Edelfelt, Porvoo – scuola pubblica
Grecia:1ª Scuola Primaria di Vrilissia – scuola pubblica
Ungheria:Scuola Primaria Deák Diák – scuola pubblica
Italia:Istituto Comprensivo Octavia – scuola pubblica
Portogallo:Agrupamento de Escolas Virgínia Moura – scuola pubblica

Helena Wallberg

Direttore del Progetto

Helena Wallberg, M.Ed. and Special Education, is a former high school teacher of languages, creative writing and pedagogics. Formerly with the Swedish National Agency for Education, she now works as a consultant to assist schools and groups of schools with their development of inclusive practices. Helena Wallberg is the author of several articles and books on lesson design, feedback, assessment and mentoring, all used for teacher learning communities, a concept about which she is passionate.

Simona D'Alessio, PhD

Preside

Simona è la preside di una scuola comprensiva a Roma (dalla PS1 all'ottava classe). È un'esperta nel campo dell'istruzione inclusiva, degli studi sulla disabilità nell'istruzione e dell'analisi delle politiche. Simona ha lavorato sia a livello nazionale che internazionale per supportare lo sviluppo di politiche e pratiche inclusive nelle scuole in tutta Europa e negli Emirati Arabi Uniti.

Cecilia Gleisner

Preside

Cecilia Gleisner serves as principal of a Swedish upper secondary school specialising in vocational education and training. The school prepares students aged 16 to 20 for careers as chefs, bakers, pastry chefs, restaurant service professionals, hairdressers, and hair and make-up stylists. Over recent years, the school has achieved significant improvements in student outcomes through a clear pedagogical vision and leadership that places inclusion at the forefront of educational practice. Prior to her current role, Cecilia worked as a pedagogical development leader at the municipal level, supporting both school leaders and teachers in their efforts to enable every student to reach their full potential.

Rosária Carvalho

Geography Teacher and Project Coordinator

Rosária is a geography teacher and project coordinator at Agrupamento de Escolas Virgínia Moura, Portugal. She has been coordinating the school’s Erasmus+ programme for around ten years. She is also the coordinator of the Network of Schools for Intercultural Education (REEI). Since 2019, when a growing number of migrant pupils began joining the school, she has been closely involved in their welcoming and integration, working with pupils, families, teachers and community partners. Inclusion and intercultural education have been central to her professional work. Her extensive experience in Erasmus+ projects has allowed her to learn from schools across Europe and to explore different approaches to inclusion, diversity and equal opportunities. She is particularly interested in sharing good practice and developing inclusive approaches that help schools become more welcoming and equitable environments for all.

Georgia Giannakopoulou

School Principle, Coordinator of Erasmus+ programmes

Georgia is a school principal and educational leader in Greece with extensive experience in mentoring, inclusive education and supporting learners with special educational needs. She has worked extensively with teachers through professional development, peer learning and reflective practice, promoting inclusive and supportive learning environments. Georgia also has extensive experience in Erasmus+ programmes, coordinating and contributing to international projects, staff mobility, teacher training and cooperation with schools and educational organisations across Europe.

Christina Saiti

Special Educational Needs teacher

Christina is a Primary Special Educational Needs teacher, a graduate of the Department of Primary Education at the National and Kapodistrian University of Athens, with postgraduate specialisation in Special Education and Counselling. She currently works as a Special Educational Needs teacher in an inclusion support class at a state primary school and has experience in general, special, and intercultural education. Her academic and professional interests focus on inclusive and differentiated instruction, individualised student support, and strengthening collaboration between school and family.

Janne Salmela

Preside

Janne Salmela is an internationally experienced school principal currently serving as the principal of Albert Edelfelt School in Porvoo, Finland. Albert Edelfelt School is an all-inclusive public school for grades 1–9 with more than 600 students. Janne has nearly thirty years of experience in the education sector across Finland, Belgium, Qatar, Russia, and Kosovo, working as both a teacher and a principal. Additionally, he has lectured and trained teachers and school leaders abroad.

Farczádi-Bencze Tamás

Headteacher

Farczádi-Bencze Tamás is a Hungarian educator and the headteacher of Deák Diák Primary and Grammar School in Budapest, where he has taught for nearly three decades and served as principal since 2013. A recipient of the Józsefváros Cross of Honour, his leadership centres on inclusion, equal opportunities, arts education, and building an open, supportive school community, and he has also represented the institution internationally, including presenting its educational work at UNESCO in Paris.

Dávid Mészáros

Teacher

Dávid is a mathematics teacher at the Deák Diák Music Primary and Secondary School with an Education Specialist Degree in financial and economic studies, who also mentors university students and led the school’s first class into their newly established secondary department. His aim is to foster a student-centered environment where everyone develops at their own pace, collaborates effectively, and feels empowered to achieve their goals.

Ildikó Orbán

Deputy Headteacher

Ildikó is an educator at the Deák Diák Music Primary and Secondary School, where she has served as Deputy Headteacher for the past decade, and currently coordinates the development of the secondary school’s sustainability specialization alongside mentoring university students in natural sciences. She is deeply committed to creating an inclusive, safe, and welcoming environment where students from diverse backgrounds feel valued, supported, and empowered to actively participate in the school community.

Eirini Papageorgiou

Social Worker

Eirini is a school social worker based in Vrilissia, Athens. She graduated in 2012 from the Department of Social Work at the University of West Attica and completed a Master of Arts in "Social Work in Education" from the Democritus University of Thrace. She is also a certified professional in systemic and family therapy.

Celina Silva

English Teacher and and President of the General Council

Celina is an English teacher and President of the General Council at her Agrupamento, in Guimarães, Portugal. She is also the Coordinator of the Bilingual Schools Programme in English (PEBI), promoting bilingual education through CLIL approaches and its connection with inclusive education. She is particularly interested in inclusive practices, innovative and active learning methodologies, teacher collaboration and international cooperation. Through her involvement in Erasmus+ and other educational projects, she values the sharing of good practices and professional learning as key to improving education and creating more inclusive, student-centred learning environments.

In memoriam Vivien Gyuris

1975-2025

This is a celebration and commemoration of our team member Vivien who is no longer with us.

Vivien was the driving force behind this project. Without her, there would be no Inclusion Stories. Sadly, we lost her to a serious illness just before we started to collect our stories. Vivien had extensive experience in working internationally on inclusion matters. She had worked with the World Bank, the European Council on Roma inclusion, UNICEF on digital inclusion and countless other projects where her sharp intellect was an asset to the development of inclusion in different areas. She was studying to attain a PhD in inclusive education with a special interest in inclusion in our era of migration.

We worked together in an Erasmus project (The Emergence of the IFIP Europe) and quickly found common ground both personally and professionally. The idea for Inclusion Stories from the Classroom came about when we were discussing what it takes to make real change happen. Teacher training often starts with a concept or methods that are taught to teachers. There is nothing wrong with that, but we could both see stable outcomes when we start with what teachers already do as a springboard for reflection and change. What if we could gather inclusion stories, stories of how teachers and schools have worked to make change happen, and reflect on them from more perspectives? We knew from both studies and experience that there are ways we can learn from those challenging situations when everything looks like a new problem but is in fact a variation on a theme.

Vivien Gyuris

`We also discussed how we keep hearing anecdotes and stories of real inclusion experiences both from practitioners and students and parents. What if we could harness those stories and try out a way to use them for learning both in the school and in other schools? What if we could use the stories, not one by one, but as a collection of stories that together tell a bigger story about inclusion, specifically inclusion in Europe?

Vivien drafted a project plan and we were excited to work on it, adjust it, find suitable methods and refine it to apply for funding.

The consortium was a comfort, a tight knit group of inclusionists who all knew Vivien and wanted to carry on her vision. We set to work with energy and resolve. This is a project we all believe in, we could all see the potential from the start even if things weren’t completely clear from the get go.

It is sad to not be able to share the work that is being done in this project with Vivien. However, there is comfort in knowing that she would have loved the reflections that are taking place, the stories that are being shaped and the deepening insights.

This is for you, Vivi, it would not have come to life without you.

Vivien Gyuris with Project Founder Helena Wallberg