engleski

Indicators of Inclusion Implementation in the Process of School Self-evaluation

Self-evaluation as the process of improving a school’s work quality is based on finding strongholds and establishing possible shortfalls for all of the subjects, i.e. participants involved in the educational process (pupils, parents, teachers and professional associates) for the purpose of establishing the existing state affairs and improve the school quality. The importance of inclusive education is reflected in the change and application of teaching forms and teaching methodology with the aim to meet the educational needs of pupils. Therefore, in the process of a school’s self-evaluation the emphasis is on the change of structure and application of practice which can meet individual student’s needs. The evaluation of inclusive practice presupposes ensuring an optimal development for every pupil, including pupils with difficulties, according to their skills and abilities, and ensuring equal opportunity to an education and appropriate support systems. In order to evaluate the quality of educational work, the aim of this research was to present indicators for the implementation of inclusive teaching through attitudes of pupils and teachers in the process of a school’s self-evaluation. On a sample of 74 pupils and 48 parents from a primary school in the city of Zagreb, the hypothesis was formed according to which there are no statistically significant differences between pupils and parents in the evaluation of inclusive education in school. The results show that pupils and parents evaluate inclusive teaching and the school in a positive way.

inclusive education ; parents ; pupils ; self-evaluation

nije evidentirano