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International Journal of Whole Schooling, v4 n1 p40-65 Mar 2008

This article describes a program designed to foster authentic inclusion and excellence in an elementary school learning community and research results from the first phase of this on-going project. Actively Building Capacity for Diversity sees successful inclusion of students with exceptional needs as part of a continuum of excellent educational practices that respect individual differences in learners, address the whole person, start from where they are and challenge each student optimally, to ensure equal access and opportunity for ALL students. For the first phase of this program five questionnaires were developed to form the Diversity, Individual Development and Differentiation (DIDDs) school evaluation package for administrators, teachers, parents, education assistants, and students. The surveys were organized around five quality education indicators defined by the participating School District. Overall the findings indicate that there are high rates of agreement among School Learning Community participants regarding various aspects of quality education indicators. Specific areas where differing perceptions are described represent opportunities for the participants to focus future discussion and interventions in order to continue building effective inclusive practices. (Contains 1 figure, 1 table and 2 footnotes.)

Descriptors: Inclusive Schools, Educational Quality, Educational Practices, Educational Indicators, Academic Achievement, Elementary Education, Program Effectiveness, Individual Differences, Learning Processes, Questionnaires, School Districts, Intervention, Teachers, Parents

Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling[at]twmi.rr.com; Web site: http://www.wholeschooling.net

Autor: Lupart, Judy; Whitley, Jessica; Odishaw, Janine; McDonald, Linda

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5188&id=EJ834292

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