Measuring inclusion in a school: attached a questionnaire to students

How is it possible to effectively measure the perceived level of inclusion in a school, at all levels and levels? Why is it useful to do this, and how often would it be necessary to prepare questionnaires? Which questionnaires should one use? The administration of the INDEX questionnaires, a tool intended for educational institutions aimed at transforming their culture and practices, is necessary and cannot be postponed to become real schools for all. It is clear that the assessment of perceived inclusion must relate to each of the school’s students. The term takes into account the inclusive differences of a school by not limiting itself to students with disabilities or students with special educational needs. In this dimension, the normative concept of overcoming all expressions and potentials is overcome.

Reduce barriers to student learning and participation

An educational institution’s self-analysis process aims to reduce barriers to learning and student participation by monitoring its own adequacy with regard to the inclusive model itself: in this direction, the analysis aims through the indicators to support development including schools, focusing on the values ​​and conditions of teaching and learning, as set out in the “Summary of the results of the self-evaluation questionnaires on the level of school inclusion perceived in the institute” by the Usini-Uri Comprehensive Institute, masterfully led by head teacher Prof. Luciano Sanna.

The important steps in working with questionnaires

These can be defined as the most important steps in working with questionnaires:

  • Customization of the questionnaires;
  • Who should be administered to: teachers, students and parents?
  • How to manage? -In presence / at a distance; in an “ad hoc” or generic situation;
  • Data analysis.

The prospect of active involvement of students

These are inserted in a perspective of active involvement of students in a process that connects formal knowledge with personal and experiential. L ‘Index for inclusion (Index of Inclusion), proposed by Tony Booth and Mel Ainscow (2002) for Center for Studies on Inclusive Education, represents one of the first operational attempts to characterize the concept of inclusion within school structures. The result of three years of work carried out by a group of teachers, parents, leaders, local administrators, researchers and representatives of disability organizations, the tool is intended for educational institutions that aim to transform their culture and practice into everyone’s school.

The structure of the index

The index is built around four components:

  • the dimensions and sections that make it possible to organize and structure the approach to the school’s evaluation and development
  • indicators with questions that allow a detailed analysis of the various aspects that define inclusion
  • the key concepts that allow us to have theoretical reference points that are able to support the sense of self-analysis
  • the inclusive process that governs the analysis, planning, and implementation of decisions.

Inclusion monitoring

Before moving on to how to monitor inclusion, it is necessary to better determine which indicators to build monitoring on. Let us therefore start trivially, but not too much, and reiterate that we need to verify with monitoring whether school inclusion really is:

  • learn, through experimentation, to overcome barriers to access and participation of particular students by implementing changes that benefit all students;
  • reform the school so that it can respond quickly to student diversity;
  • improve the school both in terms of the teaching staff and the students;
  • provide equal value to all students, their families and the teaching staff;
  • increase the level of student participation and reduce their exclusion;
  • to emphasize the role of schools in the social process of community building and to promote values;
  • improve training results in relative and absolute terms;
  • promote mutual recognition and support between school and community.

The inclusion index is derived from the social model of disability

The inclusion index is based on (we could safely say that it stems) from the valuable social model for disability. In the UK, in fact, there is strong criticism of special schools and a serious and demanding cultural struggle to secure schools for all for pupils and communities. Italy also has a model that is oriented towards the inclusion of all students.

The common goals

These common goals:

  • full participation;
  • maximum learning possible but for a different group of students.

Good practice

The two concepts are enriched with each other:

  • inclusion draws attention to the context, its obstacles and its facilitators;
  • good integration practices are necessary for good inclusion (needs reading, specific methods, heterogeneous classroom management, collaboration outside the school).

Questionnaire Evaluation Inclusion LdA PRIMARY STUDENTS

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