Abstract
The framework proposed in this paper was developed as part of a research project which sought the perspectives of parents on the educational experiences of their children with Down syndrome. The narrative research involved unstructured interviews with ten parents of children and young people with Down syndrome, in England. Interview transcripts were analysed using reflexive thematic analysis. Findings were interpreted in the light of previous research and theoretical perspectives which affirm human variation and unbounded views of competence. The resulting framework illustrates the interconnectedness of systemic and cultural change and suggests that a multifaceted approach is necessary to achieve a consistently positive and inclusive educational experience for children with Down syndrome. Key areas are identified in which practitioners can make changes which will contribute to developing inclusive practice. It is argued that fundamental to sustainable change are presumptions of belonging and competence in addition to a professional willingness to learn. The data also highlighted the importance of change which transcends the education system, to promote a societal recognition of intrinsic human worth.