engleski

Insight into some determinates of high quality inclusive classrooms

Based on the insight into the results obtained from quantitative and qualitative measuring of the quality of inclusive education in primary schools in the City of Zagreb and in the Zagreb County, some differences between highly inclusive and poorly inclusive classrooms have been determined. With purpose of quantitative measuring quality of inclusive education the “Self assessment evaluation scale on the quality of inclusive processes promoted by the school” has been conducted in 17 schools (sample of 307 pupils). The qualitative data were collected through two focus groups with teachers from low and high quality inclusive classrooms. Aim of the study was to determinate the characteristics that contribute to high quality of inclusion. Results from high quality inclusive classrooms indicate: excellent level of readiness of schools to accept children with disabilities and excellent material conditions, larger number of professionals in a school team, satisfaction with the support received from professionals, satisfaction with work environment, larger number of teachers included in additional trainings, communication with parents as mostly demanding but manageable, the acceptance of children with disabilities by peers and great effort in providing social and emotional support to pupils. Based on these findings some recommendations for enhancing the inclusive process in schools will be created.

quality of inclusion, pupils with disabilities, teachers’ perspectives

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