Methodology

Our Erasmus project has been influenced by some key approaches that have proved to be effective in supporting inclusive development in schools: the Most Significant Change (MSC) technique and the social model of disability approach to student difference. While the first one is a technique that can help us identify key factors of change that can support both schools and teachers to develop inclusive policies and practices, the social model of disability is a more theoretical approach that can help practitioners and policymakers make sense of such critical changes.

The definition of inclusive education within our project has emphasised the critical role played by change in promoting inclusion as well as in modifying our gaze on difference in education: from what is not working within the child to what needs to be done at the level of the school and class system.

By drawing from the MSC technique, we have started to identify what changes have made all the difference for our stakeholders in the school. Nevertheless, a technique risks becoming empty if used without an approach. By drawing from the systemic approach, such as the social model of disability, we have learnt to focus on the environmental barriers existing in our school contexts and in general in our education systems.

The Most Significant Change (MSC)

The Most Significant Change (MSC) technique is a participatory, story-based evaluation tool developed by Rick Davies. It is specifically designed for complex environments like education, where traditional numbers fail to capture the full depth of impact. Our Erasmus project will draw from some key pillars used by the MSC technique to identify significant changes that have occurred to the different stakeholders and that emerge through their professional reflections on the stories selected for the project.

Core Pillars
Narrative-Focused: It collects "stories of change" from those directly involved (students, teachers, and leaders) to identify a program's real-world impact.

Participatory & Collaborative: Stakeholders work together to analyze these stories, fostering a shared understanding of success and purpose.

Adaptive & Insightful: By prioritising qualitative reflection over rigid metrics, it reveals unexpected outcomes and rich, context-specific patterns for improvement. The 'narrative' approach within the MSC becomes a fundamental resource for our Erasmus Inclusion stories project, as it sets the scene for learning from exemplary stories of inclusion in education. Different stakeholders’ points of view are collected and analysed. Stories are collected from those stakeholders who were directly involved in the field and were requested to identify ‘what was, in their opinion, the most significant change that took place’. The stories are selected according to significant examples of change that occurred, as emerged from the stakeholders’ professional reflections.

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Reflection as tool for Professional Development

Reflection serves as a vital catalyst for sustained professional development by transforming everyday work experiences into rich opportunities for learning and growth. It moves beyond simple observation, requiring professionals to critically analyse their actions, decisions, and subsequent outcomes to deeply understand the "why" behind their practices. Find out more about our 'Reflection Rounds.'

collecting.

reflecting.

revising.

disseminating.

The Importance of Storytelling

The OECD’s Education 2025 initiative emphasise the importance of storytelling in shaping future education trends by collecting narratives from teachers worldwide.

Enhances reflective practice by developing self-awareness.
Builds collaborative learning communities among educators.
Translates abstract educational theories into practical classroom experiences.
Deepens awareness of inclusion and diversity by exposing teachers to different cultural nuances.
Fosters teacher agency and innovation by validating expertise and encouraging new methods.

The Relational Model

Looking at the interaction

As we state in our Credo, we believe that sustainable inclusion is rooted in a relational perspective. This perspective provides the common theoretical foundation for how we explore and understand the stories collected in our project.

The relational perspective starts from a simple idea: difficulties do not exist only within the individual. They emerge in the interaction between the individual and the environment.

This represents an important shift in perspective.

Traditionally, disability and difficulties have often been understood through a medical model. From this perspective, the problem is primarily located within the individual. The response is therefore often to diagnose, remediate, compensate or provide individual adjustments.

The relational model asks us to look wider. Instead of asking:

“What is wrong with this student, and how can we fix it?”

we ask:

“What is happening in the interaction between this student and the learning environment – and what can we change?”

This way of thinking is closely connected to the understanding of disability expressed in the UN Convention on the Rights of Persons with Disabilities (2006): disability arises through the interaction between individuals and the attitudinal and environmental barriers that may hinder their participation.

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What does this mean in practice?

In education, the relational model directs our attention towards both the learner and the environment. A student's possibilities to participate and learn can change depending on the situation, the teaching, the relationships, the expectations, the tools available and the support provided.

This means that when difficulties occur, we do not only investigate the student. We also explore the learning environment:

What might be creating barriers? What is already working? What could we change in our teaching, organisation or environment?

This does not mean ignoring individual differences or needs. It means understanding them in context.

For Inclusion Stories from the Classroom, this perspective is essential. It helps us move beyond stories about individual students and instead explore the interaction between learners, teaching and learning environments both in the classroom and in the organisation.

And this is where reflection becomes important. By examining what happens when teachers change something in the environment, we can identify practices that increase participation and learning – not only for one student, but potentially for many.