An evaluation of the process of inclusion through the index for inclusion
This article presents a study on the evaluation of the process of inclusion and the detection of the main barriers for learning and participation of all students. To this end, the Index for Inclusion (in its first phase) is applied to a representative sample of 2,492 members of the educational commu...
| Autores: | , , |
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| Formato: | artículo |
| Fecha de publicación: | 2017 |
| País: | España |
| Recursos: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:308385 |
| Acesso em linha: | https://ddd.uab.cat/record/308385 https://dx.doi.org/urn:doi:10.59879/yVWLq |
| Access Level: | acceso abierto |
| Palavra-chave: | Inclusive education Special education needs Collaboration Support |
| Resumo: | This article presents a study on the evaluation of the process of inclusion and the detection of the main barriers for learning and participation of all students. To this end, the Index for Inclusion (in its first phase) is applied to a representative sample of 2,492 members of the educational community (teachers, families, students, monitors and administrative personnel) of 6 schools (4 of primary education and 2 of secondary education) in the metropolitan area of Barcelona (Catalonia, Spain). The descriptive and inferential statistical, and qualitative analyses of the results show the lack of a collaborative culture and shortcomings with respect to shared responsibility by all members of the educational community; this is seen as being the main barrier for inclusion. Most respondents express the need for greater involvement and participation in the process of inclusion, especially of families; they also identify what teacher and student perspectives are in relation to inclusive practices (namely, self alienation in both groups); they believe that teacher training and the use of inclusive methodologies are crucial to the process of inclusion. The implications for practices and future research are then discussed. |
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