Evaluate the Quality of Inclusion in the Classroom with the Index/3-P

The process of progress towards the construction of an inclusive school context is at the center of the critical-transformative approach linked to the Index for Inclusion. The metaphorical image of the tree gives us the complexity of the macrosystem which is the life of a school, made up of values, culture, choices, practices, process management, but also made up of life in the classroom, within that microsystem which depends on the superstructures, but which, at the same time, has a life of its own. The adoption of an inclusive transformative critical perspective through improvement processes must address both the school macrosystem and the classroom microsystem, not remaining on the threshold but entering it. The indicators of inclusiveness in the classroom, placed in relation to the dimensions of the Index, enrich the metaphorical image of the tree by providing it with fruits, representative of life in the classroom and providing a further dimension around the 3-Ps: Presence, Participation and Progress with others. This path was born following the results of research conducted through the use of the Index for Inclusion and concluded by highlighting the need to adopt an inclusive transformative critical perspective through improvement processes capable of addressing life in the classroom. If a tree represents the life of a school, how could it represent that of a classroom?