Assessment of the quality of inclusive schools (original) (raw)
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Assessment needs to be done to detect children with special needs appropriately. This is important for teachers to provide the right services and learning. This study aims to determine the implementation of assessment in inclusive schools. This research uses quantitative research approach with survey research method. The subject of this research is inclusive school teachers at an inclusive school. The subjects of this study were selected by simple random sampling technique. The instrument used in this study is an interview guideline. Based on the results of the interview, the data were analyzed through statistical analysis techniques. The result of the analysis shows that there is no significant difference in the assessment of inclusion schools in kindergarten, elementary, junior high, and high school.
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Although inclusive education has become a global norm, it cannot be said that there is a universal definition of it. Namely, the ideas of what inclusive education is are formed in a local context under the influence of societal, political, economic and cultural forces. This is confirmed also by results of the research the subject of which was examination of perceptions of inclusive school formed in the Slovak socio-cultural context. The aim of the research was to find out how education actors (teachers, school headmasters, teaching assistants, specialists providing support to pupils, parents) think about the concept "inclusive school". For this purpose, the Q-methodology was used that produced eight various descriptions of inclusive school. They uncovered various contexts in which education actors´ ideas about inclusive school were formed. Some are wider, others refer to socio-cultural specifics of the country; others are more personal, reflecting personal experience, inne...
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